Monthly Archives: May 2015

Formative assessment and self-regulated learning

By Nathan Woods

Formative assessment is not something that happens to learners after they have completed a learning activity. Rather, it is an ongoing, collaborative activity that supports students’ attempts to regulate their learning. This review brings together findings from academic literature on formative assessment and self-regulated learning, focusing specifically on how formative assessment strategies can support self-regulated learning during the forethought phase of self-regulation. Theories of self-regulated learning and formative assessment typically place learners ant the center of their learning, viewing them as active participants in setting goals, monitoring their progress, and reflecting on their learning. There is a tradition in the academic literature that emphasizes the synergies between formative assessment and self-regulated learning. Writers in this tradition have demonstrated that teachers can draw on a model of self-regulated learning when they make decisions about how to deploy formative assessment strategies. This review builds on that tradition, showing that the specific purposes and processes underlying the forethought phase of self-regulation can guide teachers’ formative assessment practices during the early stages of learning. Continue reading


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