5,256
Views
21
CrossRef citations to date
0
Altmetric
Original Articles

Exceeding expectations: scaffolding agentic engagement through assessment as learning

Pages 400-419 | Received 14 Dec 2015, Accepted 06 Sep 2016, Published online: 30 Sep 2016

References

  • Absolum, Michael, Lester Flockton, John Hattie, Rosemay Hipkins, and Ian Reid. 2009. Directions for Assessment in New Zealand: Developing Students’ Assessment Capabilities. Wellington: Ministry of Education.
  • Alivernini, Fabio, and Fabio Lucidi. 2011. “Relationship between Social Context, Self-Efficacy, Motivation, Academic Achievement, and Intention to Drop out of High School: A Longitudinal Study.” The Journal of Educational Research 104 (4): 241–252. doi:10.1080/00220671003728062.
  • Ary, Donald, Lucy Cheser Jacobs, Chris Sorensen, and David A. Walker. 2014. Introduction to Research in Education. 9th ed. Belmont, CA: Cengage Learning.
  • Assessment Reform Group (ARG). 2002. Assessment for Learning: 10 Principles. Cambridge: University of Cambridge Faculty of Education.
  • Australian Curriculum Assessment and Reporting Authority (ACARA). 2011. “About ICSEA Factsheet.” Accessed July 3, 2012. http://www.acara.edu.au/verve/_resources/About__ICSEA.pdf
  • Australian Curriculum Assessment and Reporting Authority (ACARA). 2015. “Australian Curriculum V.8 F-10: General Capabilities.” Accessed 3 December, 2015. http://www.australiancurriculum.edu.au/generalcapabilities/critical-and-creative-thinking/introduction/introduction
  • Australian Government. 2007. “National Statement on Ethical Conduct in Human Research.” Accessed 26 July, 2016. https://www.nhmrc.gov.au/guidelines-publications/e72
  • Bandura, Albert. 1986. Social Foundations of Thought and Action : A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice-Hall.
  • Bandura, Albert. 1997. Self-Efficacy: The Exercise of Control. New York: W. H. Freeman.
  • Bandura, Albert. 2001. “Social Cognitive Theory: An Agentic Perspective.” Annual Review of Psychology 52 (1): 1–26.10.1146/annurev.psych.52.1.1
  • Bandura, Albert. 2006. “Toward a Psychology of Human Agency.” Perspectives on Psychological Science 1 (2): 164–180. doi:10.2307/40212163.
  • Bandura, Albert. 2012. “On the Functional Properties of Perceived Self-Efficacy Revisited.” Journal of Management 38 (1): 9–44. doi:10.1177/0149206311410606.
  • Bembenutty, Héfner. 2011. “Academic Delay of Gratification and Academic Achievement.” In Self-Regulated Learning, edited by Héfner Bembenutty, 55–65. San Fransisco, CA: Jossey-Bass.
  • Bennett, Randy Elliot. 2011. “Formative Assessment: A Critical Review.” Assessment in Education: Principles, Policy & Practice 18 (1): 5–25. doi:10.1080/0969594x.2010.513678.
  • Black, Paul, and Dylan Wiliam. 1998. “Inside the Black Box: Raising Standards through Classroom Assessment.” The Phi Delta Kappan 80 (2): 139–148. doi:10.2307/20439383.
  • Black, Paul, Christine Harrison, Clare Lee, Bethan Marshall, and Dylan Wiliam. 2003. Assessment for Learning: Putting It into Practice. Maidenhead: Open University Press.
  • Broadfoot, Patricia. 2007. An Introduction to Assessment. London: Continuum International Publishing.
  • Brown, Gavin T. L., and Lois R. Harris. 2013. “Student Self-Assessment.” In SAGE Handbook of Research on Classroom Assessment: SAGE Publications, edited by James H. McMillan, 367–393. Thousand Oaks, CA: Sage.
  • Bryman, Alan. 2012. Social Research Methods. 4th ed. Oxford: Oxford University Press.
  • Carr, Margaret. 2008. “Can Assessment Unlock and Open the Doors to Resourcefulness and Agency?” In Unlocking Assessment: Understanding for Reflection and Application, edited by Sue Swaffield, 36–54. Abingdon: Routledge.
  • Considine, Gillian, and Gianni Zappala. 2002. “The Influence of Social and Economic Disadvantage in the Academic Performance of School Students in Australia.” Journal of Sociology 38 (2): 129–148. doi:10.1177/144078302128756543.
  • Creswell, John W. 2014. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. 4th ed. Thousand Oaks, CA: Sage.
  • Crooks, Terry J. 1988. “The Impact of Classroom Evaluation Practices on Students.” Review of Educational Research 58 (4): 438–481. doi:10.2307/1170281.
  • Dann, Ruth. 2002. Promoting Assessment as Learning. London: RoutledgeFalmer.10.4324/9780203470152
  • Dann, Ruth. 2014. “Assessment as Learning: Blurring the Boundaries of Assessment and Learning for Theory, Policy and Practice.” Assessment in Education: Principles, Policy & Practice 21 (2): 149–166. doi:10.1080/0969594x.2014.898128.
  • Department of Education and Children’s Services. 2009. Northern Territory Curriculum Framework: English. Accessed 2 December, 2010. http://www.education.nt.gov.au/__data/assets/pdf_file/0014/2381/english_writing.pdf
  • Dignath, Charlotte, and Gerhard Büttner. 2008. “Components of Fostering Self-Regulated Learning among Students. a Meta-Analysis on Intervention Studies at Primary and Secondary School Level.” Metacognition Learning 3 (3): 231–264. doi:10.1007/s11409-008-9029-x.
  • Earl, Lorna M. 2003. Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. Thousand Oaks, CA: Corwin Press.
  • Earl, Lorna M. 2013. Assessment as Learning: Using Classroom Assessment to Maximize Student Learning. 2nd ed. Thousand Oaks, CA: Corwin Press.
  • Earl, Lorna M., and Steven Katz. 2008. “Getting to the Core of Learning: Using Assessment for Self-Monitoring and Self-Regulation.” In Unlocking Assessment: Understanding for Reflection and Application, edited by Sue Swaffield, 90–104. Abingdon: Routledge.
  • Elliot, Andrew J., and Carol S. Dweck. 2005. “Competence, Motivation, and Identity Development during Adolescence.” In Handbook of Competence and Motivation, edited by Andrew J. Elliot and Carol S. Dweck, 3–12. New York: The Guilford Press.
  • Fletcher, Anna K. 2015. “Student-Directed Assessment as a Learning Process for Primary Students: A Mixed-Methods Study.” Doctor of Philosophy Thesis, Faculty of Law, Education and Business, Charles Darwin University, Australia.
  • Fletcher, Anna K., and Greg Shaw. 2011. “How Voice-Recognition Software Presents a Useful Transcription Tool for Qualitative and Mixed Methods Researchers.” International Journal of Multiple Research Approaches 5 (2): 200–206. doi:10.5172/mra.2011.5.2.200.
  • Harlen, Wynne. 2009. “Improving assessment of learning and for learning.” Education 3-13 37 (3): 247–257. doi:10.1080/03004270802442334.
  • Harlen, Wynne, and Mary James. 1997. “Assessment and Learning: Differences and Relationships between Formative and Summative Assessment.” Assessment in Education: Principles, Policy & Practice 4 (3): 365–379.10.1080/0969594970040304
  • Hattie, John. 2009. Visible Learning : A Synthesis of Over 800 Meta-Analyses Relating to Achievement. Milton Park: Routledge.
  • Hattie, John. 2012. Visible Learning for Teachers: Maximizing Impact on Learning. Abingdon: Routledge.
  • Hattie, John, and Helen Timperley. 2007. “The Power of Feedback.” Review of Educational Research 77 (1): 81–112. doi:10.3102/003465430298487.
  • Hennessey, Beth A., and T. M. Amabile. 2010. “Creativity.” Annual Review of Psychology 61 (1): 569–598. doi:10.1146/annurev.psych.093008.100416.
  • Hume, Anne, and Richard K. Coll. 2009. “Assessment of Learning, for Learning, and as Learning: New Zealand Case Studies.” Assessment in Education: Principles, Policy & Practice 16 (3): 269–290. doi:10.1080/09695940903319661.
  • Isen, Alice M., and Johnmarshall Reeve. 2005. “The Influence of Positive Affect on Intrinsic and Extrinsic Motivation: Facilitating Enjoyment of Play, Responsible Work Behavior, and Self-Control.” Motivation & Emotion 29 (4): 295–323. doi:10.1007/s11031-006-9019-8.
  • Kaufman, James. C., and Ronald. A. Beghetto. 2013. “In Praise of Clark Kent: Creative Metacognition and the Importance of Teaching Kids When (Not) to Be Creative.” Roeper Review 35 (3):155–165. doi: 10.1080/02783193.2013.799413.
  • Krathwohl, David. 2002. “A Revision of Bloom’s Taxonomy: An Overview.” Theory into Practice 41 (4): 212–218. doi:10.1207/s15430421tip4104_2.
  • Lankshear, Colin, and Michele Knobel. 2004. A Handbook for Teacher Research: From Design to Implementation. Maidenhead: Open University Press.
  • Lee, Woogul, Myung-Jin Lee, and Mimi Bong. 2014. “Testing Interest and Self-Efficacy as Predictors of Academic Self-Regulation and Achievement.” Contemporary Educational Psychology 39 (2): 86–99. doi:10.1016/j.cedpsych.2014.02.002.
  • Mattern, Krista D., and Emily J. Shaw. 2010. “A Look beyond Cognitive Predictors of Academic Success: Understanding the Relationship between Academic Self-Beliefs and Outcomes.” Journal of College Student Development 51 (6): 665–678.10.1353/csd.2010.0017
  • McKew, Maxine. 2014. Class Act: Ending the Education Wars. Carlton: Melbourne University Press.
  • Muijs, Daniel, Leonidas Kyriakides, Greetje van der Werf, Bert Creemers, Helen Timperley, and Lorna Earl. 2014. “State of the Art – Teacher Effectiveness and Professional Learning.” School Effectiveness and School Improvement 25 (2): 231–256. doi:10.1080/09243453.2014.885451.
  • Niehaus, Kate, Kathleen Moritz Rudasill, and Jill L. Adelson. 2012. “Self-Efficacy, Intrinsic Motivation, and Academic Outcomes among Latino Middle School Students Participating in an after-School Program.” Hispanic Journal of Behavioral Sciences 34 (1): 118–136. doi:10.1177/0739986311424275.
  • Perrenoud, Philippe. 1998. “From Formative Evaluation to a Controlled Regulation of Learning Processes. towards a Wider Conceptual Field.” Assessment in Education: Principles, Policy & Practice 5 (1): 85–102. doi:10.1080/0969595980050105.
  • Pintrich, Paul R. 2004. “A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students.” Educational Psychology Review 16 (4): 385–407.
  • Popham, James. 2008. Transformative Assessment. Alexandria, VA: Association for Supervision and Curriculum Development (ASCD).
  • Punch, Keith F. 2009. Introduction to Research Methods in Education. London: Sage.
  • Putwain, David W., Laura J. Nicholson, and Jenna L. Edwards. 2016. “Hard to Reach and Hard to Teach: Supporting the Self-regulation of Learning in an Alternative Provision Secondary School.” Educational Studies 42 (1): 1–18. doi:10.1080/03055698.2015.1108839.
  • Reeve, Johnmarshall. 2012. “A Self-Determination Theory Perspective on Student Engagement.” In Handbook of Research on Student Engagement, edited by Sandra L. Christenson, Amy L. Reschly and Cathy Wylie, 149–172. New York: Springer.10.1007/978-1-4614-2018-7
  • Reeve, Johnmarshall. 2013. “How Students Create Motivationally Supportive Learning Environments for Themselves: The Concept of Agentic Engagement.” Journal of Educational Psychology 105 (3): 579–595. doi:10.1037/a0032690.
  • Reeve, Johnmarshall, and Ching-Mei Tseng. 2011. “Agency as a Fourth Aspect of Students’ Engagement during Learning Activities.” Contemporary Educational Psychology 36 (4): 257–267. doi:10.1016/j.cedpsych.2011.05.002.
  • Sadler, D. Royce. 2007. “Perils in the Meticulous Specification of Goals and Assessment Criteria.” Assessment in Education: Principles, Policy & Practice 14 (3): 387–392. doi:10.1080/09695940701592097.
  • Saldaña, Johnny. 2013. The Coding Manual for Qualitative Researchers. 2nd ed. London: Sage.
  • Scheerens, Jaap. 2014. “School, Teaching, and System Effectiveness: Some Comments on Three State-of-the-Art Reviews.” School Effectiveness and School Improvement 25 (2): 282–290. doi:10.1080/09243453.2014.885453.
  • Schunk, Dale H. 1985. “Participation in Goal Setting: Effects on Self-Efficacy and Skills of Learning-Disabled Children.” Journal of Special Education 19 (3): 307–317.
  • Schunk, Dale H. 1995. “Self-Efficacy and Education and Instruction.” In Self-Efficacy, Adaption, and Adjustment: Theory, Research, and Application, edited by C. R. Snyder, 281–303. New York: Plenum Press.10.1007/978-1-4419-6868-5
  • Schunk, Dale H., and Carol A. Mullen. 2012. “Self-Efficacy as an Engaged Learner.” In Handbook of Research on Student Engagement, edited by Sandra L. Christenson, Amy L. Reschly and Cathy Wylie, 219–235. New York: Springer.10.1007/978-1-4614-2018-7
  • Schunk, Dale H., and Frank Pajares. 2005. “Competence Perceptions and Academic Functioning.” In Handbook of Competence and Motivation, edited by Andrew J. Elliot and Carol S. Dweck, 85–105. New York: The Guilford Press.
  • Schunk, Dale H., and Frank Pajares. 2009. “Self-Efficacy Theory.” In Handbook of Motivation at School, edited by K. R. Wentzel and Allan Wigfield, 35–53. New York: Routledge.
  • Stankov, Lazar, Suzanne Morony, and Yim Ping Lee. 2013. “Confidence: The Best Non-Cognitive Predictor of Academic Achievement?” Educational Psychology 34 (1): 9–28. doi:10.1080/01443410.2013.814194.
  • Torrance, Harry. 2007. “Assessment as Learning? How the Use of Explicit Learning Objectives, Assessment Criteria and Feedback in Post-Secondary Education and Training Can Come to Dominate Learning. 1.” Assessment in Education: Principles, Policy & Practice 14 (3): 281–294. doi:10.1080/09695940701591867.
  • Wiliam, Dylan. 2011. Embedded Formative Assessment. Bloomington, IL: Solution Tree Press.
  • Williams, Lisa A., and David DeSteno. 2008. “Pride and Perseverance: The Motivational Role of Pride.” Journal of Personality and Social Psychology 94 (6): 1007–1017. doi:10.1037/0022-3514.94.6.1007.
  • Zimmerman, Barry J. 2011. “Motivational Sources and Outcomes of Self-Regulated Learning and Performance.” In Handbook of Self-Regulation of Learning and Performance, edited by Barry J. Zimmerman and Dale H. Schunk, 49–64. New York: Routledge.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.