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Cited by 176Student Assessment and FeedbackInnovative Teaching and Learning MethodsEducational and Psychological Assessments

The DOI matches its Crossref record; 50 of the 52 references it cites were found in a registry or an index.

Assessment and the co-regulation of learning in the classroom

Allal, Linda·2020·Assessment in Education: Principles, Policy & Practice
DOI 10.1080/0969594x.2019.1609411
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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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Crossref · 10.1080/0969594x.2019.1609411

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Citations

Cites

Show all 52 references

Research works printed but not linked: 9

  1. Allal L., 1979, L‘évaluation formative dans un enseignement différencié, 130
  2. Allal L., 1988, Assurer la réussite des apprentissages scolaires? Les propositions de la pédagogie de maîtrise, 86
  3. Allal L., 2005, Formative assessment: Improving learning in secondary classrooms, 241
  4. Bandura A., 1986, Social foundations of thought and action: A social cognitive theory
  5. Bloom B. S., 1968, Evaluation Comment (UCLA/CSEIP), 1, 1
  6. Kirshner, D. & Whitson, J. A. (Eds.). (1997).Situated cognition: Social, semiotic, and psychological perspectives(pp. 151–233). Mahwah, NJ: Laurence Erlbaum.
  7. McCaslin M., 2001, Self-regulated learning and academic achievement: Theory, research, and practice, 227
  8. Mottier Lopez L., 2008, Apprentissage situé: La microculture de classe en mathématiques
  9. Piaget J., 1975, L’équilibration des structures cognitives: Problème central du développement

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Metadata

Authors
Allal, L.
Affiliations
University of Geneva (CH)
Corresponding author
Allal, Linda
ORCID
Allal, Linda
Venue
Assessment in Education: Principles, Policy & Practice
Publisher
Informa UK Limited
Published
2019-05-03
Volume
27
Issue
4
Pages
332-349
ISSN
  • 0969-594X (ISSN-L)
  • 1465-329X
DOI
10.1080/0969594x.2019.1609411
OpenAlex
W2942802621
Cited by
176
References
52
Citations by year
2026: 16 · 2025: 18 · 2024: 23 · 2023: 38 · 2022: 30 · 2021: 40 · 2020: 9 · 2019: 2
FWCI
54.68
Type
journal article
Language
en
Open access
closed
Locations
Assessment in Education Principles Policy and Practice (publishedVersion)
Funders
Michigan State University
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
co-regulation, formative assessment, student self-regulation, classroom learning, situated learning, teacher-student relationship, peer assessment, self-assessment, assessment instruments, student participation in assessment

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