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
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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“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 Allal, 2020
Citations
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Research works printed but not linked: 9
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- Allal L., 1988, Assurer la réussite des apprentissages scolaires? Les propositions de la pédagogie de maîtrise, 86
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Cited by
Sorted by citations
A review of feedback models and typologies: Towards an integrative model of feedback elements
Panadero, E., & Lipnevich, A. A. (2022) · Educational Research Review · doi:10.1016/j.edurev.2021.100416 · Cited by 389
Beyond the self: The role of co‐regulation in medical students’ self‐regulated learning
Bransen, D., Govaerts, M., Sluijsmans, D. M. A., & Driessen, E. W. (2019) · Medical Education · doi:10.1111/medu.14018 · Cited by 113
Teacher assessment literacy: a systematic review
Pastore, S. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1217167 · Cited by 95
Challenges and opportunities for classroom-based formative assessment and AI: a perspective article
Hopfenbeck, T. N., Zhang, Z., Sun, S. Z., Robertson, P., & McGrane, J. A. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1270700 · Cited by 125
Bransen, D., Govaerts, M., Panadero, E., Sluijsmans, D. M. A., & Driessen, E. W. (2021) · Medical Education · doi:10.1111/medu.14566 · Cited by 104
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
- 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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