Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement
By Ernesto Panadero, Jaclyn Broadbent, David Boud, Jason M. Lodge. European Journal of Psychology of Education, 2018
163 citations recorded by the source corpus.
Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learning.
Subfields: Developmental and Educational Psychology, Education
View Paper: https://www.semanticscholar.org/paper/f8f4520b9f2e6b339311beab400c6857c3ba6721
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
In Education
Citations in the corpus
- Influence of COVID-19 confinement in students performance in higher education (2020, unknown): “Some studies indicated that SRL significantly affected students' academic achievement and learning performance [18 - 19 - 20].”
- The power of internal feedback: exploiting natural comparison processes (2020, background): “However, the range of information sources is limited usually to exemplars, assessment criteria or rubrics (e.g. Rust, Price, and O’Donovan 2003; Panadero and Jonsson 2013; Carless and Chan 2017).”