Assessment and the co-regulation of learning in the classroom

By L. Allal. Assessment in education : Principles, Policy & Practice, 2020

121 citations recorded by the source corpus.

ABSTRACT This paper examines the processes of regulation of student learning that are associated with formative assessment in the classroom. It discusses the concept of co-regulation and presents a model of co-regulation developed in a situated perspective on classroom learning. This model conceptualises co-regulated learning as resulting from the joint influence of student self-regulation and of sources of regulation in the learning environment: namely, the structure of the teaching/learning situation, the teacher’s interventions and interactions with students, the interactions between students, and the tools used for instruction and for assessment. Examples of research showing how co-regulation functions are discussed, in particular students’ use of tools for self-assessment and peer assessment, and the role of teacher–student interactions that encourage active student participation in formative assessment.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/95a29671a8a5900af3fdc54bfa3f5c52f660bd5e

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Editorial: Classroom assessment as the co-regulation of learning (2019, background): “In educational contexts, however, self-regulatory processes often occur under the joint influence of students and other sources of regulation in the learning environment such as teachers, peers, interventions, curriculum materials, and assessment instruments (Allal, 2019).”