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

Ernesto Panadero, Anders Jönsson, Jan-Willem Strijbos

Forskningsoutput: Kapitel i bok/rapport/konferenshandlingKapitel i bokPeer review

Sammanfattning

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. 

OriginalspråkEngelska
Titel på gästpublikationAssessment for learning
Undertitel på gästpublikationmeeting the challenge of implementation
RedaktörerD. Laveault, L. Allal
UtgivningsortCham
FörlagSpringer International Publishing
Sidor311-326
Antal sidor15
ISBN (elektroniskt)978-3-319-39211-0
ISBN (tryckt)978-3-319-39209-7
DOI
StatusPublicerad - 2016

Publikationsserier

NamnThe Enabling Power of Assessment
Nummer4
ISSN (tryckt)2198-2643

Nationell ämneskategori

  • Didaktik (50302)

Nyckelord

  • bedömning
  • formativ bedömning
  • kamratbedömning
  • självbedömning
  • självreglerat lärande

Fingeravtryck

Fördjupa i forskningsämnen för ”Scaffolding self-regulated learning through self-assessment and peer assessment: guidelines for classroom implementation”. Tillsammans bildar de ett unikt fingeravtryck.

Citera det här