Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation
By Ernesto Panadero, A. Jonsson, Jan-Willem Strijbos. 2016
173 citations recorded by the source corpus.
Although the focus on feedback and student involvement in Assessment for Learning (AfL) appears to align very well with theories of Self-Regulated Learning (SRL), and also seems to be the main reason for many researchers’ interest in formative assessment, the actual relationship between AfL and SRL is an issue of debate. In this chapter, we therefore explore the relationship between two AfL practices, namely, self-assessment and peer assessment, and SRL. These AfL practices emphasize student feedback and are both thought to increase student involvement in assessment. They also have evident connections to SRL models of self-regulation and co-regulation. Special attention is given to strategies for the implementation of peer and self-assessment in the classroom. In particular, guidelines are presented on teachers’ mediating and modeling role in peer and self-assessment, as well as on how to use formative assessment instruments, such as rubrics, scripts, and prompts, in order to promote student involvement in assessment.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/8682d7455e592468a0db05e7715572a425475676
How researchers see this paper
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In Developmental and Educational Psychology
- A. Jonsson
- J. Botella
- Ernesto Panadero
- Zi Yan
- Heidi L. Andrade
- Jan-Willem Strijbos
- J. Alonso-Tapia
- M. Romero
In Education
- J. Botella
- Ernesto Panadero
- A. Jonsson
- Angelina Sánchez Martí
- Ingrid Agud Morell
- Georgeta Ion
- Zi Yan
- Heidi L. Andrade
Citations in the corpus
- Giving or receiving feedback: which is more beneficial to students’ learning? (2018, background): “These practices involving students as active partners in the assessment process give them the opportunity to develop their capacity to self-regulate their learning (Panadero, Jonsson, and Strijbos 2016).”
- Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses (2017, background): “As a matter of fact, Panadero et al. (2016) found 20 different categories of self-assessment implementations in their review of different selfassessment typologies.”