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Assessment in Education: Principles, Policy & Practice Volume 27, 2020 - Issue 4: Bridging classroom assessment and self-regulated learning
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A framework for classroom assessment, learning, and self-regulation

Peggy P. ChenDepartment of Educational Foundations and Counseling Programs, Hunter College, The City University of New York, New York, NY, USACorrespondence[email protected]
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Sarah M. BonnerDepartment of Educational Foundations and Counseling Programs, Hunter College, The City University of New York, New York, NY, USAView further author information
Pages 373-393 | Received 15 Jan 2019, Accepted 09 May 2019, Published online: 27 May 2019

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David Baidoo-Anu, Amirhossein Rasooli, Christopher DeLuca & Liying Cheng. (2023) Conceptions of classroom assessment and approaches to grading: teachers’ and students’ perspectives. Education Inquiry 0:0, pages 1-29.
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Shi Pu & Hao Xu. (2023) Equity and teachers’ online classroom assessment literacy in China: insights from parental involvement during the COVID-19 pandemic. Asia-Pacific Journal of Teacher Education 51:4, pages 381-394.
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Hideaki Yoshida, Kohei Nishizuka & Masahiro Arimoto. (2023) Examining the process of developing evaluative judgement in Japanese elementary schools—utilising the co-regulation and evaluative judgement model. Assessment in Education: Principles, Policy & Practice 30:2, pages 151-176.
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Sarah Bonner, Peggy Chen, Kristi Jones & Brandon Milonovich. (2021) Formative Assessment of Computational Thinking: Cognitive and Metacognitive Processes. Applied Measurement in Education 34:1, pages 27-45.
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Jeffrey A. Greene. (2020) Building upon synergies among self-regulated learning and formative assessment research and practice. Assessment in Education: Principles, Policy & Practice 27:4, pages 463-476.
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Articles from other publishers (13)

Peggy P. Chen. (2023) Interactions between self‐regulated learning and assessment for learning in an undergraduate introductory computer science course. New Directions for Teaching and Learning 2023:174, pages 49-56.
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Jill Willis, Julie Arnold & Christopher DeLuca. (2023) Accessibility in assessment for learning: sharing criteria for success. Frontiers in Education 8.
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Ling Xu, Peng Duan, Shirley A. Padua & Chengyou Li. (2022) The impact of self-regulated learning strategies on academic performance for online learning during COVID-19. Frontiers in Psychology 13.
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Iron Pedreira Alves, Ivan Faria & Juliana Laranjeira Pereira. (2022) Avaliação formativa e autorregulação da aprendizagem no ensino superior. Revista Internacional de Educação Superior 9, pages e023035.
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Ricky Lam. (2022) Understanding the Usefulness of E-Portfolios: Linking Artefacts, Reflection, and Validation. International Review of Applied Linguistics in Language Teaching 0:0.
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Angela M. Lui & Heidi L. Andrade. (2022) The Next Black Box of Formative Assessment: A Model of the Internal Mechanisms of Feedback Processing. Frontiers in Education 7.
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Heather Braund & Kristy Timmons. (2021) Operationalization of self-regulation in the early years: comparing policy with theoretical underpinnings. International Journal of Child Care and Education Policy 15:1.
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Jeffrey Alan Greene. (2021) Teacher support for metacognition and self-regulated learning: a compelling story and a prototypical model. Metacognition and Learning 16:3, pages 651-666.
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Gina Pancorbo, Ricardo Primi, Oliver P. John, Daniel Santos & Filip De Fruyt. (2021) Formative Assessment of Social-Emotional Skills Using Rubrics: A Review of Knowns and Unknowns. Frontiers in Education 6.
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Xiaohong Liu, Wei He, Li Zhao & Jon-Chao Hong. (2021) Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown. Frontiers in Psychology 12.
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Nilüfer ALTUN & Necdet KARASU. (2021) Risk Grubu Öğrenciler İçin Gönderme Öncesi Süreçte Veriye Dayalı Karar VermeData-Driven Decision Making in the Pre-Referral Process for Risk Group Students. Türk Eğitim Bilimleri Dergisi 19:1, pages 593-612.
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Carina Granberg, Torulf Palm & Björn Palmberg. (2021) A case study of a formative assessment practice and the effects on students’ self-regulated learning. Studies in Educational Evaluation 68, pages 100955.
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Benjamin Bolden, Christopher DeLuca, Tiina Kukkonen, Suparna Roy & Judy Wearing. (2019) Assessment of Creativity in K‐12 Education: A Scoping Review. Review of Education 8:2, pages 343-376.
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