Building upon synergies among self-regulated learning and formative assessment research and practice

ABSTRACT

The synergies that result from synthesising conceptual models and findings from self-regulated learning and formative assessment research are launching a new era of scholarship. They drive new questions about how to help students to internalise complimentary self-regulatory and assessment knowledge, skills, and dispositions as well as how to prepare teachers and education systems to prioritise and support this work. The articles in this special issue illustrate the power and importance of studying how self-regulation and classroom assessment emerge from social, contextual, historical, and cultural factors. Four themes emerged from the articles in this special issue, including new conceptualisations of self-regulated learning and formative assessment, insights regarding teachers’ dual role in enacting and promoting self-regulation, recognition of the critical role of students’ ability to productively use assessment information, and the need to instantiate self-regulated learning and assessment literacy as formal and valued curricular outcomes.

KEYWORDS:

• Self-regulated learning
• formative assessment
• feedback
• teachers
• curriculum

Acknowledgments

Jeff Greene would like to thank the authors of this special issue for their insightful work and the guest editors Ernesto Panadero, Christian Brandmo, and Therese N. Hopfenbeck for the opportunity to comment upon the special issue. In particular, Jeff is grateful for Ernesto Panadero’s guidance and feedback on early drafts of this commentary.

Disclosure statement

No potential conflict of interest was reported by the author.

Additional information

Notes on contributors

Jeffrey A. Greene

Jeffrey A. Greene is the McMichael Distinguished Professor of Educational Psychology and the Learning Sciences at the University of North Carolina at Chapel Hill. His main area of scholarship involves digital literacy, specifically how people can leverage self-regulation and epistemic cognition to be effective, efficient, and critical users and creators of information in technology contexts. He was the recipient of the 2016 American Psychological Association Division 15 Richard E. Snow Award for Early Contributions. Currently, he is co-Editor of Educational Psychologist, with Dr Lisa Linnenbrink-Garcia. His work has been published in numerous peer-reviewed journals including Educational Psychologist, Journal of Educational Psychology, Contemporary Educational Psychology, Learning and Instruction, Review of Educational Research, and the American Educational Research Journal. He is co-editor of the Handbook of Epistemic Cognition and the Handbook of Self-Regulation of Learning and Performance, both published by Routledge. Dr Greene holds a Ph.D. in Educational Psychology, as well as a Master’s degree in Measurement, Statistics, and Evaluation, both from the University of Maryland.