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

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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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Hattie, J., & Timperley, H. (2007) · Review of Educational Research · doi:10.3102/003465430298487 · Cited by 12,905
Assessment and Classroom Learning
Black, P., & Wiliam, D. (1998) · Assessment in Education: Principles, Policy & Practice · doi:10.1080/0969595980050102 · Cited by 8,152 · cited 4×
“Perrenoud’s (1998) article was a response to Black and Wiliam (1998) in which he Fusing self-regulated learning and formative assessment… 17 Table 1 Summaries of sources relevant to FA and SRL Crooks (1988) Crooks pointed out that classroom evaluation was worthy of study because its ubiquity and…”
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Attaining Self-Regulation
Zimmerman, B. J. (2000) · Handbook of Self-Regulation · doi:10.1016/b978-012109890-2/50031-7 · Cited by 6,069
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Focus on Formative Feedback
Shute, V. J. (2008) · Review of Educational Research · doi:10.3102/0034654307313795 · Cited by 4,631
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Sadler, D. R. (1989) · Instructional Science · doi:10.1007/bf00117714 · Cited by 4,285
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Feedback and Self-Regulated Learning: A Theoretical Synthesis
Butler, D. L., & Winne, P. H. (1995) · Review of Educational Research · doi:10.3102/00346543065003245 · Cited by 3,334
Developing the theory of formative assessment
Black, P., & Wiliam, D. (2009) · Educational Assessment, Evaluation and Accountability · doi:10.1007/s11092-008-9068-5 · Cited by 3,301
A Review of Self-regulated Learning: Six Models and Four Directions for Research
Panadero, E. (2017) · Frontiers in Psychology · doi:10.3389/fpsyg.2017.00422 · Cited by 2,915 · cited 4×
“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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Andrade, H., & Brookhart, S. M. (Under review). Classroom assessment and the co-regulation of learning.
Andrade, H., Brookhart, S. M., Allal, L., Azevedo, R., Wiliam, D., & Winne, P. (2014). Toward a theory of classroom assessment as the regulation of learning. In Symposium presented at the American Educational Research Association, Philadelphia, PA, April 2014.
Andrade, H., & Cizek, G. J. (2010). Handbook of formative assessment. New York: Routledge. · DOI · Paper page

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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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Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going

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