Assessment and the Regulation of Learning

By L. Allal. 2010

126 citations recorded by the source corpus.

Assessment of student learning provides information that is used for the regulation of educational activities, and particularly for the adaptation of these activities to student needs. Regulation of learning results from the interplay between students' strategies of self-regulation and the sources of regulation present in the educational environment (structure of learning tasks, student–teacher and peer interactions, and assessment tools). Work on assessment for learning emphasizes the embedding of assessment in teaching and learning activities, the quality of feedback, and the active involvement of students in assessment. Continuity between formative and summative assessment also contributes to the regulation of student learning.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/83ecb4a9871a2e7d5a51bfda519a58672e68fa1f

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Formative Assessment: Policy, Perspectives and Practice. (2011, background): “In contrast, Shepard (2005) and Wiliam (2004) believe that benchmark assessments such as RTI are not directly formative: “What makes formative assessment formative is that it is immediately used to make adjustments so as to form new learning” (Shepard 2005, p.4).”
Getting to the heart of authentic Assessment for Learning (2011, unknown): “It occurs in the ﬂ ow of activity and transactions occurring in the classroom, what Perrenaud (1998) refers to as the regulation of learning, and what Wiliam (2007) describes as ‘ keeping learning on track ’ .”
A Framework for Conceptualizing and Evaluating the Validity of Instructionally Relevant Assessments (2016, background): “Instructional validity should be based on evidence about the alignment of the assessment with the knowledge and skills of interest as defined by standards and curricula as well as the practicality and usefulness of the instrument and the assessment outcome information for teachers and students as a ”
Assessment as a positive influence on 21st century teaching and learning: A systems approach to progress (2014, background): “These situations are referred to as assessments to assist learning, or the formative use of assessment (see e.g., Black & Wiliam, 1998; Wiliam, 2007).”
National numeracy review report (2008, background): “ setting possible effective directions for subsequent learning (Wiliam, 2005).”