Abstract The study investigates one mathematics teacher’s implementation of formative assessment and its effects on students’ self-regulated learning (SRL). A questionnaire administered before and after the eight-month long intervention shows a significant effect, compared to two control classes, on students’ motivational beliefs involved in SRL. Qualitative data shows a notable enhancement of the students’ SRL behavior in the classroom. Analysis of the teacher’s implemented formative assessment shows a practice integrating several aspects of formative assessment, and provides empirical evidence of what formative assessment with large effects on students’ SRL may look like and how it fits with models of SRL development.

中文翻译：

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形成性评估实践及其对学生自主学习的影响的案例研究

摘要 本研究调查了一名数学教师实施形成性评估的情况及其对学生自主学习（SRL）的影响。在为期八个月的干预之前和之后进行的问卷调查显示，与两个对照组相比，对参与 SRL 的学生的动机信念有显着影响。定性数据显示学生在课堂上的 SRL 行为显着增强。对教师实施的形成性评估的分析显示了一种整合形成性评估的多个方面的实践，并提供了对学生 SRL 影响较大的形成性评估可能是什么样子以及它如何与 SRL 发展模型相适应的经验证据。