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.
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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.
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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
- Self-regulated learning
- Coregulated learning
- Classroom assessment
- Formative assessment
- Assessment for learning