European Journal of Psychology of Education

, Volume 34, Issue 3, pp 535–557 | Cite as

Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

  • Ernesto PanaderoEmail author
  • Jaclyn Broadbent
  • David Boud
  • Jason M. Lodge


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.


Evaluative judgement Formative assessment Self-regulated learning Co-regulation Self-assessment Peer assessment 


Funding information

The first author was funded by the Spanish Ministry (Ministerio de Economía y Competitividad) via Ramón y Cajal programme (File id. RYC-2013-13469) and Excelencia programme (File id. EDU2016-79714-P).


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Copyright information

© Instituto Superior de Psicologia Aplicada, Lisboa, Portugal and Springer Nature B.V. 2018

Authors and Affiliations

  1. 1.Departamento de Psicología Evolutiva y de la Educación, Facultad de PsicologíaUniversidad Autónoma de MadridMadridSpain
  2. 2.Centre for Research in Assessment and Digital LearningDeakin UniversityGeelongAustralia
  3. 3.Faculty of Arts and Social SciencesUniversity of Technology SydneyUltimoAustralia
  4. 4.Work and Learning Research CentreMiddlesex UniversityLondonUK
  5. 5.School of EducationUniversity of QueenslandSt LuciaAustralia

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