Scaffolding self-regulated learning through self-assessment and peer assessment: guidelines for classroom implementation

Ernesto Panadero, Anders Jönsson, Jan-Willem Strijbos

Research output: Chapter in Book/Report/Conference proceedingChapter in bookpeer-review

Abstract

Although the focus on feedback and student involvement in assessment for learning (AfL) appears to align very well with theories of self-regulated learning (SRL), and also seems to be the main reason for many researchers’ to take an interest in formative assessment, the actual relationship between AfL and SRL has been long debated. In this chapter, we therefore explore the relationship between two of the main strategies of AfL (peer and self-assessment) and SRL. These strategies of AfL are both thought to increase student involvement in assessment and have evident connections to theories of SRL through models of self-regulation and co-regulation. Special attention is given to strategies for the implementation of peer and self-assessment in the classroom. In particular, guidelines are presented on teachers’ mediating and modeling role in peer and self-assessment, as well as how to use formative-assessment instruments, such as rubrics, scripts and prompts, in order to promote student involvement in assessment. 

Original languageEnglish
Title of host publicationAssessment for learning
Subtitle of host publicationmeeting the challenge of implementation
EditorsD. Laveault, L. Allal
Place of PublicationCham
PublisherSpringer International Publishing
Pages311-326
Number of pages15
ISBN (Electronic)978-3-319-39211-0
ISBN (Print)978-3-319-39209-7
DOIs
Publication statusPublished - 2016

Publication series

NameThe Enabling Power of Assessment
Number4
ISSN (Print)2198-2643

Swedish Standard Keywords

  • Didactics (50302)

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