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Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks

Authors:	Nancy E Perry Simon Lisaingo Nikki Yee Natasha Parent Xinke Wan Krista Muis

Institution:	1. Educational and Counselling Psychology and Special Education, University of British Columbia , Vancouver, Canada nancy.perry@ubc.cahttps://orcid.org/0000-0001-6480-281X;3. Educational and Counselling Psychology and Special Education, University of British Columbia , Vancouver, Canada https://orcid.org/0000-0003-4654-4874;4. Educational and Counselling Psychology and Special Education, University of British Columbia , Vancouver, Canada https://orcid.org/0000-0002-0673-7551;5. Educational and Counselling Psychology and Special Education, University of British Columbia , Vancouver, Canada https://orcid.org/0000-0001-9190-1776;6. Educational and Counselling Psychology and Special Education, University of British Columbia , Vancouver, Canada https://orcid.org/0000-0001-9003-6936;7. Department of Educational and Counselling Psychology, McGill University , Montreal, Canada https://orcid.org/0000-0002-0305-4608

Abstract:

Keywords:	Self-regulated learning assessment for learning self-assessment participatory research grade school