Classroom assessment as the co-regulation of learning

ABSTRACT

Until recently, the classroom assessment literature has emphasized the role of teachers and tests, for example investigating teachers’ assessment practices or the quality of classroom tests and other assessments. In contrast, current understandings of teaching and learning emphasize the role of students, as well as the complex interactions between teachers, students, and contexts. We use the literature review method to give substance to a theory of classroom assessment as the co-regulation of learning by teachers, students, instructional materials, and contexts. We organize the literature using a version of Pintrich and Zusho’s theory of the phases and areas of the self-regulation of learning, expanded to include the co-regulation of learning, in order to demonstrate how classroom assessment is related to all aspects of the regulation of learning. We conclude that this is a useful expansion for the field.

KEYWORDS:

• Classroom assessment
• formative assessment
• self-regulated learning
• co-regulated learning

Acknowledgments

We are grateful to Linda Allal and Deborah Butler for their helpful feedback on earlier versions of this manuscript.

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Notes on contributors

Heidi L. Andrade

Heidi L. Andrade Ed.D., is a Professor and Division Director of Educational Psychology and Methodology at the University at Albany-SUNY.

Susan M. Brookhart

Susan M. Brookhart is Professor Emerita in the School of Education at Duquesne University.