Abstract
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.
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Notes
- 1.
There were significant differences on the performance/avoidance SRL scale but it was in interaction with the type of feedback and type of instructions. Therefore the effect occurred in interaction with other variables that will not be discussed here.
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This chapter is based in part on research funded by the Spanish Ministry (Ministerio de Economía y Competitividad) via Ramón y Cajal funding granted to the first author (File id. RYC-2013-13469).
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Panadero, E., Jonsson, A., Strijbos, JW. (2016). Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation. In: Laveault, D., Allal, L. (eds) Assessment for Learning: Meeting the Challenge of Implementation. The Enabling Power of Assessment, vol 4. Springer, Cham. https://doi.org/10.1007/978-3-319-39211-0_18
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