ABSTRACT

We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL model with CA to create the CA:SRL framework in four stages: (1) pre-assessment, (2) the cycle of learning, doing, and assessing, (3) formal assessment, and (4) summarizing assessment evidence. We elucidate how SRL processes are involved at each stage and can be drawn on to support learning development and teacher understanding and co-regulation of learning. This framework is important in that it depicts how assessment and learning processes interact dynamically for both teachers and students in classrooms, and demonstrates that such interactions encompass the full breadth of purposes in CA, from planning through summation of evidence.

摘要

我们提出了一个概念框架，该框架利用课堂评估（CA）实践与自我调节学习（SRL）理论之间的协同作用来支持学术发展和教学。我们使用三个阶段的SRL模型来阐明CA和SRL共享的流程：预见，性能和自我反思。我们将此SRL模型与CA融合在一起，以四个阶段创建CA：SRL框架：（1）预评估；（2）学习，执行和评估的周期；（3）正式评估；以及（4）总结评估证据。我们阐明了SRL流程在每个阶段是如何涉及的，可以利用它们来支持学习发展以及教师对学习的理解和共同调节。该框架非常重要，因为它描绘了课堂上老师和学生的评估和学习过程如何动态交互，