Skip to main content
SpringerLink
Log in

Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going

  • Published:
The Australian Educational Researcher Aims and scope Submit manuscript

Abstract

We have known for a long time that a relationship exists between how learning is assessed and the learning processes and strategies students employ when engaged in those assessments. Black and Wiliam pointed out in 1998 that self-regulated learning should be a primary goal of formative assessment (FA). Since then, a growing body of research on this relationship has been produced. The purpose of this paper is to present and discuss keystone publications that inform our current understandings of the relationship between FA and self-regulated learning. The result is a roadmap of the development of the field and directions for future research.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Subscribe and save

Springer+ Basic
$34.99 /Month
  • Get 10 units per month
  • Download Article/Chapter or eBook
  • 1 Unit = 1 Article or 1 Chapter
  • Cancel anytime
Subscribe now

Buy Now

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1

Similar content being viewed by others

References

  • Allal, L. (2010). Assessment and the regulation of learning. In E. B. P. Peterson (Ed.), International encyclopedia of education (Vol. 3, pp. 348–352). Oxford: Elsevier.

    Chapter  Google Scholar 

  • Allal, L. (2016). The co-regulation of student learning in an assessment for learning culture. In L. Allal & D. Laveault (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 259–273). Cham: Springer.

    Google Scholar 

  • Allal, L., & Lopez, L. M. (2005). Formative assessment of learning: A review of publications in French (pp. 241–264). Formative assessment: Improving learning in secondary classrooms.

    Google Scholar 

  • Andrade, H. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. J. Andrade & G. J. Cizek (Eds.), Handbook of formative assessment (pp. 90–105). New York: Routledge.

    Google Scholar 

  • Andrade, H. L. (2013). Classroom assessment in the context of learning theory and research. In J. H. McMillian (Ed.), SAGE handbook of research on classroom assessment (pp. 17–34). Los Angeles, CA: Sage.

    Chapter  Google Scholar 

  • Andrade, H., & Brookhart, S. M. (2016). The role of classroom assessment in supporting self-regulated learning. In L. Allal & D. Laveault (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 293–309). Heidelberg: Springer.

    Google Scholar 

  • Andrade, H., & Brookhart, S. M. (Under review). Classroom assessment and the co-regulation of learning.

  • Andrade, H., Brookhart, S. M., Allal, L., Azevedo, R., Wiliam, D., & Winne, P. (2014). Toward a theory of classroom assessment as the regulation of learning. In Symposium presented at the American Educational Research Association, Philadelphia, PA, April 2014.

  • Andrade, H., & Cizek, G. J. (2010). Handbook of formative assessment. New York: Routledge.

    Google Scholar 

  • Andrade, H., & Valtcheva, A. (2009). Promoting learning and achievement through self-assessment. Theory Into Practice, 48(1), 12–19. https://doi.org/10.1080/00405840802577544.

    Article  Google Scholar 

  • Baas, D. (2017). Assessment for learning: More than a tool. Ph.D., University of Maastrich.

  • Baas, D., Castelijns, J., Vermeulen, M., Martens, R., & Segers, M. (2014). The relation between Assessment for Learning and elementary students’ cognitive and metacognitive strategy use. British Journal of Educational Psychology, 85(1), 36–46. https://doi.org/10.1111/bjep.12058.

    Google Scholar 

  • Bennett, R. E. (2011). Formative assessment: A critical review. Assessment in Education: Principles, Policy & Practice, 18(1), 5–25. https://doi.org/10.1080/0969594X.2010.513678.

    Article  Google Scholar 

  • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy and Practice, 5(1), 7–73. https://doi.org/10.1080/0969595980050102.

    Article  Google Scholar 

  • Black, P., & Wiliam, D. (2009). Developing the theory of formative assessment. Educational Assessment, Evaluation and Accountability, 21(1), 5–31. https://doi.org/10.1007/s11092-008-9068-5.

    Article  Google Scholar 

  • Boekaerts, M. (2011). Emotions, emotion regulation, and self-regulation of learning. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 408–425). New York: Routledge.

    Google Scholar 

  • Brookhart, S. M. (2005). Research on formative classroom assessment: State-of-the-Art. Paper presented at the Annual meeting of the American Educational Research Association, Montreal.

  • Brookhart, S. M. (2013). Classroom assessment in the context of motivation theory and research. In J. H. McMillan (Ed.), SAGE handbook of research on classroom assessment (pp. 35–54). Thousand Oaks: Sage.

    Chapter  Google Scholar 

  • Brookhart, S. M., & Chen, F. (2015). The quality and effectiveness of descriptive rubrics. Educational Review, 67(3), 343–368. https://doi.org/10.1080/00131911.2014.929565.

    Article  Google Scholar 

  • Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., et al. (2016). A century of grading research. Review of Educational Research, 86(4), 803–848. https://doi.org/10.3102/0034654316672069.

    Article  Google Scholar 

  • Brown, G. T. L., & Harris, L. R. (2013). Student self-assessment. In J. McMillan (Ed.), The SAGE handbook of research on classroom assessment (pp. 367–393). Thousand Oaks, CA: SAGE.

    Chapter  Google Scholar 

  • Brown, G. T. L., & Harris, L. R. (2014). The future of self-assessment in classroom practice: Reframing self-assessment as a core competency. Frontline Learning Research, 3(2014), 22–30. https://doi.org/10.14786/flr.v2i1.24.

    Google Scholar 

  • Brown, G. T. L., & Harris, L. R. (2016). Handbook of human and social conditions in assessment. New York: Routledge.

    Google Scholar 

  • Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65(3), 245–281. https://doi.org/10.3102/00346543065003245.

    Article  Google Scholar 

  • Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249. https://doi.org/10.1007/s10648-011-9191-6.

    Article  Google Scholar 

  • Council of Chief State School Officers (CCSSO). (2012). Distinguishing formative assessment from other educational assessment labels. Washington, DC: Author. Retrieved from http://www.ccsso.org/Documents/FASTLabels.pdf.

  • Crooks, T. J. (1988). The impact of classroom evaluation practice on students. Review of Educational Research, 58(4), 438–481.

    Article  Google Scholar 

  • Dignath, C., & Büttner, G. (2008). Components of fostering self-regulated learning among students. A meta-analysis on intervention studies at primary and secondary school level. Metacognition and Learning, 3, 231–264. https://doi.org/10.1007/s11409-008-9029-x.

    Article  Google Scholar 

  • Dinsmore, D. L., & Wilson, H. E. (2016). Student participation in assessment: Does it influence self-regulation? In G. T. L. Brown & L. R. Harris (Eds.), Handbook of Human and Social Conditions in Assessment (pp. 145–168). New York: Routledge.

    Google Scholar 

  • Fuchs, L. S., & Fuchs, D. (1986). Effects of systematic formative evaluation: A metaanalysis. Exceptional Children, 53(3), 199–208. https://doi.org/10.1177/001440298605300301.

    Article  Google Scholar 

  • Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77(1), 81–112. https://doi.org/10.3102/003465430298487.

    Article  Google Scholar 

  • Hawe, E., & Dixon, H. (2017). Assessment for learning: A catalyst for student self-regulation. Assessment & Evaluation In Higher Education, 42(8), 1181–1192. https://doi.org/10.1080/02602938.2016.1236360.

    Article  Google Scholar 

  • Kollar, I., & Fischer, F. (2010). Peer assessment as collaborative learning: A cognitive perspective. Learning and Instruction, 20(4), 344–348. https://doi.org/10.1016/j.learninstruc.2009.08.005.

    Article  Google Scholar 

  • Meusen-Beekman, K. D., Joosten-ten Brinke, D., & Boshuizen, H. P. A. (2016). Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies In Educational Evaluation, 51, 126–136. https://doi.org/10.1016/j.stueduc.2016.10.008.

    Article  Google Scholar 

  • Natriello, G. (1987). The impact of evaluation processes on students. Educational Psychologist, 22(2), 155–175. https://doi.org/10.1207/s15326985ep2202_4.

    Article  Google Scholar 

  • Nicol, D., & McFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218. https://doi.org/10.1080/03075070600572090.

    Article  Google Scholar 

  • Panadero, E. (2017). A review of self-regulated learning: Six models and four directions for research. Frontiers in Psychology. https://doi.org/10.3389/fpsyg.2017.00422.

    Google Scholar 

  • Panadero, E., & Alonso-Tapia, J. (2013). Self-assessment: Theoretical and practical connotations. When it happens, how is it acquired and what to do to develop it in our students. Electronic Journal of Research in Educational Psychology, 11(2), 551–576. https://doi.org/10.14204/ejrep.30.12200.

    Google Scholar 

  • Panadero, E., & Alonso-Tapia, J. (2014). How do students self-regulate? Review of Zimmerman’s cyclical model of self-regulated learning. Anales De Psicologia, 30(2), 450–462. https://doi.org/10.6018/analesps.30.2.167221.

    Google Scholar 

  • Panadero, E., & Broadbent, J. (2018). Developing evaluative judgement: A self-regulated learning perspective. In D. Boud, R. Ajjawi, P. Dawson, & J. Tai (Eds.), Developing evaluative judgement: Assessment for knowing and producing quality work. Abingdon: Routledge.

    Google Scholar 

  • Panadero, E., & Jonsson, A. (2013). The use of scoring rubrics for formative assessment purposes revisited: A review. Educational Research Review, 9, 129–144. https://doi.org/10.1016/j.edurev.2013.01.002.

    Article  Google Scholar 

  • Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74–98. https://doi.org/10.1016/j.edurev.2017.08.004.

    Article  Google Scholar 

  • Panadero, E., Jonsson, A., & Strijbos, J. W. (2016a). Scaffolding self-regulated learning through self-assessment and peer assessment: Guidelines for classroom implementation. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 311–326). New York: Springer.

    Google Scholar 

  • Panadero, E., Klug, J., & Järvelä, S. (2016b). Third wave of measurement in the self-regulated learning field: When measurement and intervention come hand in hand. Scandinavian Journal of Educational Research, 60(6), 723–735. https://doi.org/10.1080/00313831.2015.1066436.

    Article  Google Scholar 

  • Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101. https://doi.org/10.1207/S15326985EP3602_4.

    Article  Google Scholar 

  • Penuel, W. R., & Shepard, L. A. (2016). Social models of learning and assessment. In A. A. Rupp & J. P. Leighton (Eds.), Handbook of cognition and assessment: Frameworks, methodologies, and applications. Hoboken, NJ: John Wiley & Sons.

    Google Scholar 

  • Perrenoud, P. (1998). From formative evaluation to a controlled regulation of learning processes. Towards a wider conceptual field. Assessment in Education: Principles, Policy & Practice, 5(1), 85–102. https://doi.org/10.1080/0969595980050105.

    Article  Google Scholar 

  • Pintrich, P., & Zusho, A. (2002). The development of academic self-regulation: The role of cognitive and motivational factors. In J. Eccles & A. Wigfield (Eds.), Development of achievement motivation (pp. 249–284). San Diego, CA: Academic Press.

    Chapter  Google Scholar 

  • Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. Impara (Eds.), Issues in the measurement of metacognition (pp. 43–97). Lincoln, NE: Buros Institute of Mental Measurements, University of Nebraska.

    Google Scholar 

  • Pryor, J., & Crossouard, B. (2008). A socio-cultural theorisation of formative assessment. Oxford Review of Education, 34(1), 1–20.

    Article  Google Scholar 

  • Puustinen, M., & Pulkkinen, L. (2001). Models of self-regulated learning: A review. Scandinavian Journal of Educational Research, 45(3), 269–286. https://doi.org/10.1080/00313830120074206.

    Article  Google Scholar 

  • Reinholz, D. L. (2016). The assessment cycle: A model for learning through peer assessment. Assessment & Evaluation in Higher Education, 41(2), 301–315. https://doi.org/10.1080/02602938.2015.1008982.

    Article  Google Scholar 

  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138(2), 353–387. https://doi.org/10.1037/a0026838.

    Article  Google Scholar 

  • Roth, A., Ogrin, S., & Schmitz, B. (2016). Assessing self-regulated learning in higher education: A systematic literature review of self-report instruments. Educational Assessment, Evaluation and Accountability, 28(3), 225–250. https://doi.org/10.1007/s11092-015-9229-2.

    Article  Google Scholar 

  • Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18(2), 119–144. https://doi.org/10.1007/bf00117714.

    Article  Google Scholar 

  • Shute, V. J. (2008). Focus on formative feedback. Review of Educational Research, 78(1), 153–189. https://doi.org/10.3102/0034654307313795.

    Article  Google Scholar 

  • Tay, H. Y. (2015). Setting formative assessments in real-world contexts to facilitate self-regulated learning. Educational Research for Policy and Practice. https://doi.org/10.1007/s10671-015-9172-5.

    Google Scholar 

  • Veenman, M. (2011). Alternative assessment of strategy use with self-report instruments: A discussion. Metacognition and Learning, 6(2), 205–211. https://doi.org/10.1007/s11409-011-9080-x.

    Article  Google Scholar 

  • Wiliam, D. (2011). What is assessment for learning? Studies in Educational Evaluation, 37(1), 3–14. https://doi.org/10.1016/j.stueduc.2011.03.001.

    Article  Google Scholar 

  • Wiliam, D. (2017). Assessment for learning: Meeting the challenge of implementation. Assessment in Education: Principles, Policy & Practice. https://doi.org/10.1080/0969594X.2017.1401526.

    Google Scholar 

  • Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–40). San Diego, California: Academic Press.

    Chapter  Google Scholar 

  • Zimmerman, B., & Schunk, D. (Eds.). (2011). Handbook of self-regulation of learning and performances. New York: Routledge.

    Google Scholar 

Download references

Acknowledgements

The first author’s research was funded by the Spanish Ministry of Economy and Competitiveness (Ministerio de Economía y Competitividad) under the Ramón y Cajal program (Reference Number: RYC-2013-13469) and National R+D Call (Convocatoria Excelencia) project reference EDU2016-79714-P.

Author information

Authors and Affiliations

  1. Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Autónoma de Madrid, Despacho 109, Cantoblanco, 28049, Madrid, Spain

    Ernesto Panadero

  2. University at Albany, State University of New York, Albany, NY, USA

    Heidi Andrade

  3. Duquesne University, Pittsburgh, PA, USA

    Susan Brookhart

Authors
  1. Ernesto Panadero
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Heidi Andrade
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Susan Brookhart
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Ernesto Panadero.

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Panadero, E., Andrade, H. & Brookhart, S. Fusing self-regulated learning and formative assessment: a roadmap of where we are, how we got here, and where we are going. Aust. Educ. Res. 45, 13–31 (2018). https://doi.org/10.1007/s13384-018-0258-y

Download citation

  • Received:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s13384-018-0258-y

Keywords

Search

Navigation