ABSTRACT

This paper examines the processes of regulation of student learning that are associated with formative assessment in the classroom. It discusses the concept of co-regulation and presents a model of co-regulation developed in a situated perspective on classroom learning. This model conceptualises co-regulated learning as resulting from the joint influence of student self-regulation and of sources of regulation in the learning environment: namely, the structure of the teaching/learning situation, the teacher’s interventions and interactions with students, the interactions between students, and the tools used for instruction and for assessment. Examples of research showing how co-regulation functions are discussed, in particular students’ use of tools for self-assessment and peer assessment, and the role of teacher–student interactions that encourage active student participation in formative assessment.

摘要

本文研究了与课堂形成性评估相关的学生学习调节过程。它讨论了共同监管的概念，并提出了一种从课堂学习的角度出发开发的共同监管模型。这种模式conceptualises共同调节的学习从导致关节学生自我调节和调节源在学习环境中的影响：即教学/学习情况的结构，教师的干预和与学生的互动，学生之间的互动以及用于教学和评估的工具。研究示例显示了如何讨论共同调节功能，特别是学生对自我评估和同伴评估工具的使用，以及鼓励学生积极参与形成性评估的师生互动作用。