Assessment and the co-regulation of learning in the classroom |
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| Authors: | Linda Allal |
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| Institution: | 1. Faculty of Psychology and Education Sciences, University of Geneva , Geneva, Switzerland linda.allal@unige.ch https://orcid.org/0000-0002-6318-3129 |
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| Abstract: | 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. |
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| Keywords: | Co-regulation of learning formative assessment peer assessment self-assessment teacher–student interaction |
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https://orcid.org/0000-0002-6318-3129