References
- Allal, L. (2010). Assessment and the regulation of learning. International Encyclopedia of Education, 3, 348–352.
- Allal, L. (2016). The co-regulation of student learning in an assessment for learning culture. In Assessment for learning: Meeting the challenge of implementation (pp. 259–273). New York, NY: Springer.
- Andrade, H., & Brookhart, S. M. (2016). The role of classroom assessment in supporting self-regulated learning. In D. Laveault & L. Allal (Eds.), Assessment for Learning: Meeting the Challenge of Implementation (pp. 293–310). Springer International Publishing
- Assessment for learning: 10 principles. Retrieved from http://assessmentreformgroup.files.wordpress.com/2012/01/10principles_english.pdf
- Beausaert, S., Segers, M., & Gijselaers, W. (2011). Using a personal development plan for different purposes: Its influence on undertaking learning activities and job performance. Vocations and Learning, 4(3), 231–252.
- Bentler, P. M. (1992). On the fit of models to covariances and methodology to the Bulletin. Psychological Bulletin, 112(3), 400–404.
- Bentler, P.M. (1989). EQS structural equations program manual. Los Angeles: BM Software.
- Birenbaum, M. (2003). New insights into learning and teaching and their implications for assessment. In M. Segers, F. J. R. C. Dochy, & E.Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 13–36). Dordrecht, The Netherlands: Kluwer Adademic Publishers.
- Birenbaum, M., Breuer, K., Cascallar, E., Dochy, F., Dori, Y., & Ridgway, J. (2006). A learning integrated assessment system. Educational Research Review, 1(1), 61–67.
- Black, P., Harrison, C., Lee, C., Marshall, B., & Wiliam, D. (2004). Working inside the black box: Assessment for learning in the classroom. Phi Delta Kappan, 86, 8–21.
- Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7–73.
- Black, P., & Wiliam, W. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31.
- Bouffard, T., Marcoux, M., Vezeau, C., & Bordeleau, L. (2003). Changes in self-perceptions and intrinsic motivation among elementary schoolchildren. British Journal of Educational Psychology, 73(2), 171–186.
- Braund, H., & DeLuca, C. (2018). Elementary students as active agents in their learning: an empirical study of the connections between assessment practices and student metacognition. The Australian Educational Researcher, 45(1), 65–85.
- Cauley, K.M, & McMillan, J.H. (2010) Formative assessment techniques to support student motivation and achievement. The Clearing House: A Journal of Educational Strategies, Issues and Ideas, 83, 1–6.
- Chappuis, S., & Stiggins, R. J. (2002). Classroom assessment for learning. Educational Leadership, 60, 40–43.
- Clark, C., Chow-Hoy, T. K., Herter, R. J., & Moss, P. A. (2001). Portfolios as sites of learning: Reconceptualizing the connections to motivation and engagement. Journal of Literacy Research, 33(2), 211–241.
- Danielson, C., & Abrutyn, L. (1997). An introduction to using portfolios in the classroom. Alexandria, VA: Association for Supervision and Curriculum Development.
- Davies, A., & LeMahieu, P. (2003). Reconsidering portfolios and research evidence. In M. Segers, F. Dochy, & E. Cascallar (Eds.), Optimising new modes of assessment: In search of qualities and standards (pp. 141–170). Dordrecht: Kluwer Academic Publishers.
- Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of goal pursuits: Human needs and the self-determination of behaviour. Psychological Inquiry, 11(4), 227–268.
- Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and education: The Self-Determination perspective. Educational Psychologist, 26(3), 325–346.
- Entwistle, N. J. (1991). Approaches to learning and perceptions of the learning environment. Higher Education, 22(3), 201–204.
- Fortier, M. S., Vallerand, R. J., & Guay, F. (1995). Academic motivation and school performance: Toward a structural model. Contemporary Educational Psychology, 20(3), 257–274.
- Gencel, I. E. (2017). The effect of portfolio assessments on metacognitive skills and on attitudes toward a course.Educational Sciences: Theory and Practice. 17(1), 293–319.
- Guay, R., Ratelle, C. F., & Chanal, J. (2008). Optimal learning in optimal contexts: The role of self-determination in education. Canadian Psychology, 49(3), 233–240.
- Hebert, E. A. (2001). The power of portfolios: What children can teach about learning and assessment. San Francisco: Jossey-Bass Publishers.
- Heitink, M. C., Van der Kleij, F. M., Veldkamp, B. P., Schildkamp, K., & Kippers, W. B. (2016). A systematic review of prerequisites for implementing assessment for learning in classroom practice. Educational Research Review, 17, 50–62.
- Heritage, M. (2018). Assessment for learning as support for student self-regulation. The Australian Educational Researcher, 45, 51–63.
- Hu, L., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling: A Multidisciplinary Journal, 6(1), 1–55.
- Jarvinen, A., & Kohonen, V. (1995). Promoting professional development in higher education through portfolio assessment. Assessment and Evaluation in Higher Education, 20(1), 25–36.
- Katz, I., Eilot, K., & Nevo, N. (2014). “I’ll do it later”: Type of motivation, self-efficacy and homework procrastination. Motivation and Emotion, 38(1), 111–119.
- Kirton, A., Hallam, S., Peffers, J., Robertson, P., & Stobart, G. (2007). Revolution, evolution or a Trojan horse? Piloting assessment for learning in some Scottish primary schools. British Educational Research Journal, 33(4), 605–627.
- Klenowski, V. (2009). Assessment for learning revisited: An Asia-Pacific perspective. Assessment in Education: Principles, Policy and Practice, 16(3), 263–268.
- Klenowski, V., Askew, S., & Carnell, E. (2006). Portfolios for learning, assessment and professional development in higher education. Assessment and Evaluation in Higher Education, 31(3), 267–286.
- Lepper, M. R., Corpus, J. H., & Iyengar, S. S. (2005). Intrinsic and extrinsic motivational orientations in the classroom: Age differences and academic correlates. Journal of Educational Psychology, 97(2), 184–196.
- Liang, C., Hsu, Y., & Chang, C. (2013). Intrinsic motivation as a mediator on imaginative capability development. Thinking Skills and Creativity, 8(1), 109–119.
- Lüftenegger, M., Schober, B., Van de Schoot, R., Wagner, P., Finsterwald, M., & Spiel, C. (2012). Lifelong learning as a goal – Do autonomy and self-regulation in school result in well prepared pupils? Learning and Instruction, 22(1), 27–36.
- Meece, J. L., Bower Glienke, B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44(5), 351–373.
- Meece, J. L., & Holt, K. (1993). A pattern analysis of students’ achievement goals. Journal of Educational Psychology, 85(4), 582–590.
- Meusen-Beekman, K. D., Joosten-ten Brinke, D., & Boshuizen, H. P. A. (2016). Effects of formative assessment to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation, 51, 126–136.
- Miquelon, P., & Vallerand, R. J. (2008). Goal motives, well-being and physical health: An integrative overview. Canadian Psychology, 49(3), 241–249.
- Moening, A. A., & Bhavnagri, N. P. (1996). Effects of the showcase writing portfolio process on first graders’ writing. Early Education and Development, 7(2), 179–199.
- Nolen, S. B. (2011). The role of educational systems in the link between formative assessment and motivation. Theory Into Practice, 50(4), 319–326.
- Panadero, E, Andrade, H, & Brookhart, S. (2018). Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here and where we are going. The Australian Educational Researcher, 45(1), 13–31.
- Pat-El, R., Tillema, H., & Van Koppen, S. W. M. (2012). Effects of formative feedback on intrinsic motivation: Examining ethnic differences. Learning and Individual Differences, 22(4), 449–454.
- Pat-El, R. J., Tillema, H., Segers, M., & Vedder, P. (2013). Validation of assessment for learning questionnaires for teachers and students. British Journal of Educational Psychology, 83(1), 98–113.
- Patrick, H., Ryan, A. M., & Pintrich, P. R. (1999). The differential impact of extrinsic and mastery goal orientations on males’ and females’ self-regulated learning. Learning and Individual Differences, 11(2), 153–171.
- Paulson, F. L., Paulson, P. R., & Meyer, C. A. (1991). What makes a portfolio a portfolio? Educational Leadership, 48, 60–63.
- Perry, N. E, & VandeKamp, K. J. O. (2000). Creating classroom contexts that support young children's development of self-regulated learning. International Journal of Educational Research, 33(7–8), 821–843.
- Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470.
- Pintrich, P. R., & De Groot, E. V. (1990). Motivational and self-regulated learning components of classroom academic-performance. Journal of Educational Psychology, 82(1), 33–40.
- Ryan, R. M., & Connell, J. P. (1989). Perceived locus of causality and internalization: Examining reasons for acting in two domains. Journal of Personality and Social Psychology, 57(5), 749–761.
- Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.
- Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144.
- Sadler, D. R. (1998). Formative assessment: revisiting the territory. Assessment in Education, 5(1), 77–84.
- Satorra, A., & Bentler, P. M. (2001). A scaled difference chi-square test statistic for moment structure analysis. Psychometrika, 66(4), 507–514.
- Schunk, D. H. (2001). Social cognitive theory and self-regulated learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement. theoretical perspectives (2nd ed., pp. 125–151). Mahwah, NJ: Lawrence Erlbaum Associates.
- Shepard, L. A. (2005). Linking formative assessment to scaffolding. Educational Leadership, 63(3), 66–70.
- Sluijsmans, D., Dochy, F., & Moerkerke, G. (1999). Creating a learning environment by using self-, peer- and co-assessment. Learning Environments Research, 1(3), 293–319.
- Smith, K., & Tillema, H. (2003). Clarifying different types of portfolio use. Assessment and Evaluation in Higher Education, 28(6), 625–648.
- Stiggins, R. (2002). Assessment crisis: The absence of assessment for learning. Phi Delta Kappan, 83, 758–765.
- Stiggins, R. (2005). From formative assessment to assessment for learning: A path to success in standards-based schools. Phi Delta Kappan, 87, 324–328.
- Stiggins, R. (2009). Assessment for learning in upper elementary grades. Phi Delta Kappan, 90(6), 419–421.
- Tillema, H. H. (1998). Design and validity of a portfolio instrument for professional training. Studies in Educational Evaluation, 24(3), 263–278.
- Tillema, H. H. (2001). Portfolios as developmental assessment tools. International Journal of Training and Development, 5(2), 126–135.
- Tillema, H. H., & Smith, K. (2000). Learning from portfolios: Differential use of feedback in portfolio construction. Studies in Educational Evaluation, 26(3), 193–210.
- Tiwari, A., & Tang, C. (2003). From process to outcome: The effect of portfolio assessment on student learning. Nurse Education Today, 23(4), 269–277.
- Underwood, T. (1998). The consequences of portfolio assessment: A case study. Educational Assessment, 58(3), 147–194.
- Van Tartwijk, J., Driessen, E., Van der Vleuten, C., & Stokking, K. (2007). Factors influencing the successful introduction of portfolios. Quality in Higher Education, 13(1), 69–79.
- Vandevelde, S., Van Keer, H., & Rosseel, Y. (2013). Measuring the complexity of upper primary school children’s self-regulated learning: A multi-component approach. Contemporary Educational Psychology, 38(4), 407–425.
- Vansteenkiste, M., Simons, J., Lens, W., Sheldon, K. M., & Deci, E. L. (2004). Motivating learning, performance, and persistence: The synergistic effects of intrinsic goal contents and autonomy-supportive contexts. Journal of Personality and Social Psychology, 87(2), 246–260.
- Whitebread, D., Coltman, P., Pasternak, D. P., Sangster, C., Grau, V., & Bingham, S., et al. (2009). The development of two observational tools for assessing metacognition and self-regulated learning in young children. Metacognition and Learning, 4, 63–85.
- Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14.
- Wiliam, D. (2017). Assessment for learning: meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice 1–4.
- Wylie, E.C, & Lyon, C.J. (2015). The fidelity of formative assessment implementation: issues of breadth and quality. Assessment in Education: Principles, Policy & Practice, 22(1), 140–160.
- Yin, Y., Shavelson, R. J., Ayala, C. C., Ruiz-Primo, M. A., Brandon, P. R., Furtak, E. M., et al. (2008). On the impact of formative assessment on student motivation, achievement, and conceptual change. Applied Measurement in Education, 21(4), 335–359.
- Zimmerman, B. J, & Moylan, A. R. (2009). Self-regulation: Where metacognition and motivation intersect. In D. J. Hacker, J. Dunlosky & A. C. Graesser (Eds.), Handbook of Metacognition in Education (pp. 299–325). New York, NY: Routledge.