Classroom Assessment as Co-Regulated Learning: A Systematic Review

Current conceptions of assessment describe interactive, reciprocal processes of co-regulation of learning from multiple sources, including students, their teachers and peers, and technological tools. In this systematic review, we examine the research literature for support for the view of classroom...

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Autores principales:	Heidi L. Andrade, Susan M. Brookhart, Elie ChingYen Yu
Formato:	article
Lenguaje:	EN
Publicado:	Frontiers Media S.A. 2021
Materias:	classroom assessment formative assessment self-regulated learning co-regulated learning peer assessment self-assessment Education (General) L7-991
Acceso en línea:	https://doaj.org/article/cfaae0b353b94e5abf05b203aa6d3049
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id	oai:doaj.org-article:cfaae0b353b94e5abf05b203aa6d3049
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spelling	oai:doaj.org-article:cfaae0b353b94e5abf05b203aa6d30492021-12-01T23:28:13ZClassroom Assessment as Co-Regulated Learning: A Systematic Review2504-284X10.3389/feduc.2021.751168https://doaj.org/article/cfaae0b353b94e5abf05b203aa6d30492021-12-01T00:00:00Zhttps://www.frontiersin.org/articles/10.3389/feduc.2021.751168/fullhttps://doaj.org/toc/2504-284XCurrent conceptions of assessment describe interactive, reciprocal processes of co-regulation of learning from multiple sources, including students, their teachers and peers, and technological tools. In this systematic review, we examine the research literature for support for the view of classroom assessment as a mechanism of the co-regulation of learning and motivation. Using an expanded framework of self-regulated learning to categorize 94 studies, we observe that there is support for most but not all elements of the framework but little research that represents the reciprocal nature of co-regulation. We highlight studies that enable students and teachers to use assessment to scaffold co-regulation. Concluding that the contemporary perspective on assessment as the co-regulation of learning is a useful development, we consider future directions for research that can address the limitations of the collection reviewed.Heidi L. AndradeSusan M. BrookhartElie ChingYen YuFrontiers Media S.A.articleclassroom assessmentformative assessmentself-regulated learningco-regulated learningpeer assessmentself-assessmentEducation (General)L7-991ENFrontiers in Education, Vol 6 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	classroom assessment formative assessment self-regulated learning co-regulated learning peer assessment self-assessment Education (General) L7-991
spellingShingle	classroom assessment formative assessment self-regulated learning co-regulated learning peer assessment self-assessment Education (General) L7-991 Heidi L. Andrade Susan M. Brookhart Elie ChingYen Yu Classroom Assessment as Co-Regulated Learning: A Systematic Review
description	Current conceptions of assessment describe interactive, reciprocal processes of co-regulation of learning from multiple sources, including students, their teachers and peers, and technological tools. In this systematic review, we examine the research literature for support for the view of classroom assessment as a mechanism of the co-regulation of learning and motivation. Using an expanded framework of self-regulated learning to categorize 94 studies, we observe that there is support for most but not all elements of the framework but little research that represents the reciprocal nature of co-regulation. We highlight studies that enable students and teachers to use assessment to scaffold co-regulation. Concluding that the contemporary perspective on assessment as the co-regulation of learning is a useful development, we consider future directions for research that can address the limitations of the collection reviewed.
format	article
author	Heidi L. Andrade Susan M. Brookhart Elie ChingYen Yu
author_facet	Heidi L. Andrade Susan M. Brookhart Elie ChingYen Yu
author_sort	Heidi L. Andrade
title	Classroom Assessment as Co-Regulated Learning: A Systematic Review
title_short	Classroom Assessment as Co-Regulated Learning: A Systematic Review
title_full	Classroom Assessment as Co-Regulated Learning: A Systematic Review
title_fullStr	Classroom Assessment as Co-Regulated Learning: A Systematic Review
title_full_unstemmed	Classroom Assessment as Co-Regulated Learning: A Systematic Review
title_sort	classroom assessment as co-regulated learning: a systematic review
publisher	Frontiers Media S.A.
publishDate	2021
url	https://doaj.org/article/cfaae0b353b94e5abf05b203aa6d3049
work_keys_str_mv	AT heidilandrade classroomassessmentascoregulatedlearningasystematicreview AT susanmbrookhart classroomassessmentascoregulatedlearningasystematicreview AT eliechingyenyu classroomassessmentascoregulatedlearningasystematicreview
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Classroom Assessment as Co-Regulated Learning: A Systematic Review

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