Learning to learn and assessment: Complementary concepts or different worlds?

References

• Assessment Reform Group (ARG). 2002. Assessment for Learning: 10 Principles. http://assessmentreformgroup.files.wordpress.com/2012/01/10principles_english.pdf
   Google Scholar
• Baas, D. M., J. Castelijns, M. Vermeulen, R. Martens, and M. S. R. Segers. 2015. “The Relation between Assessment for Learning and Elementary Students’ Cognitive and Metacognitive Strategy Use.” British Journal of Educational Psychology 85 (1): 33–46. doi:10.1111/bjep.12058.
   PubMed Web of Science ®Google Scholar
• Baird, J.-A., D. Andrich, T. Hopfenbeck, and G. Stobart. 2017. “Assessment and Learning: Fields Apart?” Assessment in Education 24 (3): 317–350.
   Web of Science ®Google Scholar
• Bateson, G. 1977. Per un’ecologia della mente. Milano: Adelphi.
   Google Scholar
• Bennett, R. 2011. “Formative Assessment: A Critical Review.” Assessment in Education 18 (1): 5–25.
   Google Scholar
• Binkley, M., O. Erstad, J. Hermna, S. Raizen, M. Ripley, M. Miller-Ricci, and M. Rumble. 2012. “Defining Twenty-First Century Skills.” In Assessment and Teaching of 21st Century Skills, edited by P. Griffin, E. Care, and B. McGaw, 17–66. Dordrecht: Springer.
   Google Scholar
• Black, P. 2001. “Dreams, Strategies, and Systems: Portraits of Assessment Past, Present an Future.” Assessment in Education 8 (1): 75–85.
   Google Scholar
• Black, P., R. McCormick, M. James, and D. Pedder. 2006. “Learning How to Learn and Assessment for Learning: A Theoretical Inquiry.” Research Papers in Education 21 (2): 119–132. doi:10.1080/02671520600615612.
   Google Scholar
• Boekaerts, M. 1999. “Self-regulated Learning: Where We are Today.” International Journal of Educational Research 31 (6): 445–457. doi:10.1016/S0883-0355(99)00014-2.
   Google Scholar
• Brandmo, C., E. Panadero, and T. Hopfenbeck. 2020. “Bridging Classroom Assessment and Self-regulated Learning.” Assessment in Education 27 (4): 319–331.
   Google Scholar
• Brito, H., D. Torti, and A. Malheiro. 2020. “Design, Translation and Adaptation of a Socio-cultural Interview with Teachers on Learning to Learn.” Aula Abierta 49 (3): 245–251.
   Web of Science ®Google Scholar
• Broadfoot, P., and P. Black. 2004. “Redefining Assessment? the First Ten Years of ‘Assessment in Education’.” Assessment in Education 11 (1): 7–27.
   Google Scholar
• Brown, G. T. 2011. “Teachers’ Conceptions of Assessment: Comparing Primary and Secondary Teachers in New Zealand.” Assessment Matters 3: 45–70. doi:10.18296/am.0097.
   Google Scholar
• Caena, F., and C. Stringher. 2020. “Towards a New Conceptualization of Learning to Learn.” Aula Abierta 49 (3): 207–216. doi:10.17811/rifie.49.3.2020.199-216.
   Web of Science ®Google Scholar
• Chen, P. P., and S. M. Bonner. 2020. “A Framework for Classroom Assessment, Learning, and Self-regulation.” Assessment in Education 27 (4): 373–393.
   Google Scholar
• Clarke, M. 2012. What Matters Most for Student Assessment Systems: A Framework Paper. Washington D.C.: International Bank for Reconstruction and Development/The World Bank.
   Google Scholar
• Claxton, G. 2002. “Education for the Learning Age: A Sociocultural Approach to Learning to Learn.” In Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education, edited by G. Wells and C. Claxton, 19–33. Oxford: Blackwell.
   Google Scholar
• Creswell, J. 2013. Qualitative Inquiry & Research Design. Choosing among Five Approaches. Thousand Oaks: SAGE.
   Google Scholar
• Deakin Crick, R., C. Stringher, and K. Ren, Eds. 2014. Learning to Learn. International Perspectives from Theory and Practice. Abingdon: Routledge.
   Google Scholar
• Deakin Crick, R., P. Broadfoot, and G. Claxton. 2004. “Developing an Effective Lifelong Learning Inventory: The ELLI Project.” Assessment in Education 11 (3): 248–272.
   Google Scholar
• Delors, J. 1996. Learning: The Treasure Within. Report to UNESCO of the International Commission on Education for the Twenty-first Century. Parigi: Unes.
   Google Scholar
• Demetriou, A. 2014. “Learning to Learn, Know, and Reason.” In Learning to Learn. International Perspectives from Theory and Practice, edited by R. Deakin Crick, C. Stringher, and K. Ren, 41–65. Abingdon: Routledge.
   Google Scholar
• European Council. 2006. Recommendation 18 December 2006 on Key Competences for Lifelong Learning. OJEU L 394 of 30.12.2006. Brussels: European Council. https://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=OJ:L:2006:394:0010:0018:en:PDF
   Google Scholar
• European Council. 2018. Council Recommendation of 22 May 2018 on Key Competences for LifeLong Learning. 2018/C 189/01-13. Brussels: European Council. https://eur-lex.europa.eu/legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)&rid=7.
   Google Scholar
• European Political Strategy Centre. 2017. 10 Trends Transforming Education as We Know It. Brussels: European Union.
   Google Scholar
• Given, L., ed. 2008. The Sage Encyclopaedia of Qualitative Research Methods. Thousand Oaks, CA: Sage Publications.
   Google Scholar
• Haddon, L. 2011. “Methodological Issues in the Cross-national Analysis of Contextual Data.” In The Contemporary Internet: National and Cross-National European Studies, edited by L. Haddon, 176–189. Frankfurt: Peter Lang.
   Google Scholar
• Harlen, W., and R. Deakin Crick. 2003. “Testing and Motivation for Learning.” Assessment in Education 10 (2): 169–208.
   Google Scholar
• Hautamäki, J., et al. 2002. Assessing Learning-to-Learn: A Framework. Helsinki: Centre for Educational Assessment, Helsinki University/National Board of Education.
   Google Scholar
• Heitink, M. C., F. Van der Kleij, B. P. Veldkamp, K. Schildkamp, and W. B. Kippers. 2016. “A Systematic Review of Prerequisites for Implementing Assessment for Learning in Classroom Practice.” Educational Research Review 17: 50–62. doi:10.1016/j.edurev.2015.12.002.
   Web of Science ®Google Scholar
• Hopfenbeck, T. 2018. “‘Assessors for Learning’: Understanding Teachers in Contexts.” Assessment in Education 25 (5): 439–444.
   Google Scholar
• Hopster‐den Otter, D., S. Wools, T. J. H. M. Eggen, and B. P. Veldkamp. 2019. “A General Framework for the Validation of Embedded Formative Assessment.” Journal of Educational Measurement 56: 715–732. doi:10.1111/jedm.12234.
   Web of Science ®Google Scholar
• Hoskins, B., and U. Friedriksson (2008). Learning to Learn: What Is It and Can It Be Measured? JRC Scientific and Technical Report. Luxembourg: Office for Official Publications of the European Communities.
   Google Scholar
• Hounsell, D. 1979. “Learning to Learn: Research and Development in Student Learning.” Higher Education 8 (4): 453–469. doi:10.1007/BF01680535.
   Web of Science ®Google Scholar
• Kingston, N. 2011. “Formative Assessment: A Meta-analysis and A Call for Research.” Educational Measurement: Issues and Practice 30 (4): 28–37. doi:10.1111/j.1745-3992.2011.00220.x.
   Google Scholar
• Kupiainen, S., J. Hautamäki, and P. Rantanen (2008). EU Pre-Pilot on Learning To Learn - Report on the compiled data. Helsinki: University of Helsinki.
   Google Scholar
• Ministero dell´Istruzione dell´Università e della Ricerca (MIUR). 2012. Indicazioni Nazionali per il Curricolo della scuola dell’infanzia e del primo ciclo di istruzione. Rome, Italy: MIUR.
   Google Scholar
• Moreno, A., and E. Martín. 2014. “The Spanish Approach to Learning to Learn.” In Learning to Learn. International Perspectives from Theory and Practice, edited by R. Deakin Crick, C. Stringher, and K. Ren, 41–65. Abingdon: Routledge.
   Google Scholar
• Natriello, G. 1996. “Evaluation Processes and Student Disengagement from High School.” In Research in Sociology of Education and Socialization, edited by A. Pallas, 147–172. Vol. 11. Greenwich, CT: JAI Press.
   Google Scholar
• OECD. 2013. Synergies for Better Learning. An International Perspective on Evaluation and Assessment. Paris: OECD.
   Google Scholar
• OECD. 2019. OECD Future of Education and Skills 2030. Conceptual Learning Framework. Concept Note: OECD Learning Compass 2030. Paris: OECD.
   Google Scholar
• Popham, W. J. 2008. “Formative Assessment: Why, What, and Whether.” In Transformative Assessment, W. J. Popham edited by. Alexandria, VA: ASCD. http://www.ascd.org/publications/books/108018.aspx+.
   Google Scholar
• Rychen, D. S., and L. H. Salganik. 2001. Defining and Selecting Key Competencies. Göttingen: Hogrefe & Huber.
   Google Scholar
• Sala, A., Y. Punie, V. Garkov, and M. Cabrera Giraldez (2020). LifeComp: The European Framework for Personal, Social and Learning to Learn Key Competence. EUR 30246 EN. Luxembourg: Publications Office of the European Union.
   Google Scholar
• Smith, R., Ed. 1990. Learning to Learn across the Lifespan, 307–326. San Francisco: Jossey-Bass.
   Google Scholar
• Stringher, C. 2008. “Una mappa di navigazione per l’apprendere ad apprendere.” In La possibilità di cambiare, edited by A. Alberici, 99–118. Milano: Franco Angeli.
   Google Scholar
• Stringher, C. 2014. “What Is Learning to Learn? A Learning to Learn Process and Output Model.” In Learning to Learn. International Perspectives from Theory and Practice, edited by R. Deakin Crick, C. Stringher, and K. Ren, 9–32. Abingdon: Routledge.
   Google Scholar
• Stringher, C. 2016. “Assessment of Learning to Learn in Early Childhood: An Italian Framework.” Italian Journal of Sociology of Education 8 (1): 101–128.
   Google Scholar
• Stringher, C., C. Davis, and F. Scrocca. 2020. “Teachers’ Conception of Learning to Learn in Brazil and Italy: A Qualitative Comparative Exploration.” Aula Abierta 49 (3): 301–308. doi:10.17811/rifie.49.3.2020.293-308.
   Web of Science ®Google Scholar
• Teddlie, C., and A. Tashakkori. 2006. “A General Typology of Research Designs Featuring Mixed Methods.” Research in the Schools 13 (1): 12–28.
   Google Scholar
• UNESCO. 2015. Transversal Competencies in Education Policy and Practice (Phase I). Paris and Bangkok: Asia-Pacific Education Research Institutes Network (ERI-NET). UNESCO. http://unesdoc.unesco.org/images/0023/002319/231907E.pdf.
   Google Scholar
• UNESCO. 2018. Skills for a Connected World. Paris: UNESCO.
   Google Scholar
• UNESCO. 2019. The Promise of Large-scale Learning Assessments. Paris: UNESCO.
   Google Scholar
• Waeytens, K., W. Lens, and R. Vandenberghe. 2002. “‘Learning to Learn’: Teachers’ Conceptions of Their Supporting Role.” Learning and Instruction 12 (3): 305–322. doi:10.1016/S0959-4752(01)00024-X.
   Web of Science ®Google Scholar
• Weinert, F. 2001. “Concept of Competence: A Conceptual Clarification.” In Definition and Selection of Competencies, edited by D. S. Ryhen and L. Salganik, 33–66. Göttingen: Hogrefe & Huber.
   Google Scholar
• Wells, G., and G. Claxton, Eds. 2002. Learning for Life in the 21st Century: Sociocultural Perspectives on the Future of Education. Oxford: Blackwell.
   Google Scholar