Formative Assessment: Assessment Is for Self-regulated Learning

By I. Clark. Educational Psychology Review, 2012

681 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/91949c2f018c0483141bed8cf176e3a06f913a9e

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In Developmental and Educational Psychology

In Education

In Human Factors and Ergonomics

Citations in the corpus

The power of internal feedback: exploiting natural comparison processes (2020, background): “Internal feedback and learner self-regulation Researchers who view internal feedback as integral to learner self-regulation usually take as their starting point Butler and Winne (1995) seminal review (e.g. Clark 2012; Winstone and Carless 2019; Panadero, Andrade, and Brookhart 2018).”
Assessment for learning: a catalyst for student self-regulation (2017, background): “According to Clark (2012), a relational dynamic exists between self-regulation and AfL (formative assessment).”
The reflective diary as a method for the formative assessment of self-regulated learning (2018, background): “The purpose of formative assessment is therefore to help students to develop skills, knowledge, and beliefs that are central to the discipline (Clark, 2012).”
Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation (2016, background): “More recently, Nicol and McFarlane-Dick (2006) proposed seven principles of ‘good feedback practice’ that are thought to promote SRL. Likewise, Clark (2012) discussed, from a theoretical point of view, how formative feedback may actualize and reinforce SRL strategies among students.”
Learning progress assessment and goal setting: Effects on reading achievement, reading motivation and reading self-concept (2014, background): “In this sense, learning progress assessment (LPA) is one prominent tool in the field of formative assessment which can serve teachers as well as students to optimize learning and instruction (Black & Wiliam, 2009; Clark, 2012).”
Variables Associated With Achievement in Higher Education: A Systematic Review of Meta-Analyses (2017, result): “Whereas the meta-analytic evidence in the area of higher education is of a mixed quality (see Table 2), the importance of assessment and feedback practices as determinants of students learning strategies, motivation, and achievement is well investigated for learning outside higher education and yiel”