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

journal contribution
posted on 2019-07-01, 00:00 authored by E Panadero, Jaclyn BroadbentJaclyn Broadbent, David BoudDavid Boud, J 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.

History

Journal

European journal of psychology of education

Volume

34

Issue

3

Pagination

535 - 557

Publisher

Springer

Location

New York, N.Y.

ISSN

0256-2928

eISSN

1878-5174

Language

eng

Publication classification

C1 Refereed article in a scholarly journal

Copyright notice

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

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