Fusing Self-Regulated Learning and Formative Assessment: A Roadmap of where We Are, How We Got Here, and where We Are Going

Panadero, Ernesto; Andrade, Heidi; Brookhart, Susan

doi:10.1007/s13384-018-0258-y

Cited by 346Student Assessment and FeedbackInnovative Teaching and Learning MethodsEducational and Psychological Assessments

Fusing Self-Regulated Learning and Formative Assessment: A Roadmap of where We Are, How We Got Here, and where We Are Going

Panadero, Ernesto, Andrade, Heidi, Brookhart, Susan·2018·The Australian Educational Researcher

DOI 10.1007/s13384-018-0258-y

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Students are acknowledged as active self- and co-regulators in the feedback process.
“This becomes especially important when students are acknowledged as active self-and co-regulators in the feedback process (Panadero et al., 2018;Allal, 2020;Andrade and Brookhart, 2020;Chen and Bonner, 2020;Winstone and Boud, 2020).”
From The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing (2022) · cites this paper as Panadero et al., 2018

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“Current models of SRL have three types of phases in common (Panadero 2017; Puustinen and Pulkkinen 2001): (1) a preparatory phase that includes task analysis, planning, and goal setting; (2) a performance phase that involves the use of learning strategies and monitoring activities such as comprehension monitoring; and…”
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Authors: Panadero, E., Andrade, H., & Brookhart, S.
Affiliations: Universidad Autónoma de Madrid (ES)
University at Albany, State University of New York (US)
Duquesne University (US)
Corresponding author: Panadero, Ernesto
ORCID: Panadero, Ernesto
Andrade, Heidi
Brookhart, Susan
Venue: The Australian Educational Researcher
Publisher: Springer Science and Business Media LLC
Published: 2018-02-08
Volume: 45
Issue: 1
Pages: 13-31
ISSN: 0311-6999 (ISSN-L)
2210-5328
DOI: 10.1007/s13384-018-0258-y
OpenAlex: W2791597258
Cited by: 346
References: 64
Citations by year: 2026: 75 · 2025: 49 · 2024: 43 · 2023: 45 · 2022: 45 · 2021: 41 · 2020: 26 · 2019: 14 · 2018: 8
FWCI: 67.16
Type: journal article
Language: en
Open access: closed
Licence: www.springer.com/tdm (tdm)
Locations: The Australian Educational Researcher (publishedVersion)
Funders: Ministerio de Economía y Competitividad (RYC-2013-13469)
Topics: Social Sciences › Education › Student Assessment and Feedback
Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
Keywords: student self-regulation, formative assessment, assessment for learning, student metacognition, evidence synthesis, future research directions

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