A Self-Regulated Learning Perspective on Middle Grades Classroom Assessment

ABSTRACT

The authors used self-regulated learning (SRL) as a lens for examining teachers' conceptions of assessment and their classroom assessment practices. Fifteen upper-elementary and middle school teachers participated in semistructured interviews designed to uncover their beliefs about the forms and functions of classroom assessment. Observational data were collected in the teachers' classrooms. The findings show that while teachers have complex understandings of classroom assessment, their assessment environments are not optimal for supporting students' development of SRL habits. Teachers tend to see themselves as the initiators and controllers of assessment opportunities, prioritize attainment of content information, and value written assessment products over practices that generate intangible data. The authors describe these trends as consequences of the competing audiences teachers have to satisfy with their assessment practices.

Keywords:

• classroom assessment
• middle grades
• self-regulated learning

ACKNOWLEDGMENTS

This work was supported by a grant from the Internal Research Enhancement Office, Peabody College at Vanderbilt University awarded to Carin Neitzel, PhD, and in part by Vanderbilt's Experimental Education Research Training (ExpERT) grant (David S. Cordray, Director; grant number R305B040110).