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4 references
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- Vol 4 TE: App C
- Vol 5 TE: App C
self-assessmentformative assessmentassessment criteriaquality exemplarsfeedback usereflective judgementrubricsimprovement cyclesJournal article Evidence summaryAt a glance
Panadero and Alonso-Tapia explain student self-assessment through two complementary traditions: self-regulated learning and formative assessment. They define self-assessment as a qualitative judgement of one’s learning process or product against explicit criteria, distinguishing it from merely assigning oneself a grade.
Key ideas
The review describes how monitoring, comparison with standards, feedback, and subsequent action can help learners regulate cognition, motivation, and performance. It also examines developmental and instructional conditions under which students acquire these capabilities. Self-assessment is not assumed to be naturally accurate or automatically beneficial; learners need understandable criteria, exemplars, modelling, practice, external feedback, and opportunities to revise. Techniques such as rubrics, scripts, prompts, and structured reflection can make the process visible, but their value depends on how teachers introduce and use them.
Why it matters
For classroom practice, the central implication is to embed self-assessment within an improvement cycle: clarify quality, elicit a reasoned judgement, compare perspectives, and require a concrete next step rather than treating self-rating as an endpoint.
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- Vol 7 RE: Chapter 16
self-regulated learningformative assessmentself-assessmentpeer assessmentassessment criteriafeedback processesevaluative judgementregulatory processesJournal article Evidence summaryAt a glance
Panadero, Andrade, and Brookhart connect two research traditions that have often developed separately: self-regulated learning and formative classroom assessment.
Key ideas
They trace how both fields came to emphasize students’ active use of goals, criteria, feedback, monitoring, and reflection, then propose a roadmap for integrating their concepts and evidence. The article examines assessment practices such as self-assessment, peer assessment, rubrics, feedback, and shared criteria as mechanisms that can activate regulatory processes. It argues that assessment becomes formative when learners use information to judge current work and decide what to do next, not merely when teachers deliver comments or scores. The authors identify conceptual overlaps, gaps in empirical research, and priorities for studying how assessment supports cognition, motivation, and behavior over time.
Why it matters
For practice, the synthesis frames classroom assessment as part of learning regulation rather than a separate measurement event.
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- Vol 5 RE: Chapter 4
evaluative judgementformative assessmentpeer assessmentself-assessmentteacher feedbackassessment criteriaco-regulationlearner agencyJournal article Evidence summaryAt a glance
Panadero, Broadbent, Boud, and Lodge examine how formative assessment can help learners move from externally supported regulation toward more independent self-regulation.
Key ideas
Their model centers on evaluative judgement: the capacity to understand quality and make sound decisions about one’s own and others’ work. Teacher feedback, peer assessment, self-assessment, exemplars, and criteria can expose learners to assessment knowledge and regulatory strategies. Through these interactions, regulation is initially shared or co-regulated, then may be appropriated by the learner. The authors distinguish this developmental function from merely supplying corrective information and argue that students need repeated opportunities to judge quality and act on those judgements.
Why it matters
The paper offers a conceptual bridge between formative assessment and regulated-learning research, while identifying implications for designing assessment practices that develop durable learner agency.
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- Vol 5 TE: App C
learning portfoliosstudent reflectionportfolio selectionassessment criteriagrowth over timestudent agencylearning evidenceJournal article Evidence summaryAt a glance
Paulson, Paulson, and Meyer distinguish a genuine learning portfolio from an arbitrary folder of completed work. A portfolio is a purposeful collection showing a learner’s efforts, progress, and achievements; students participate in selecting contents, identify criteria for selection and quality, and reflect on the evidence.
Key ideas
The authors describe eight characteristics. Portfolios should contain self-reflection, involve students in choosing entries, remain distinct from cumulative records, convey the learner’s activities and development, and show growth through dated or sequenced work. Their purpose may change during the year, but students should control what becomes public. Portfolios also need information that allows readers to understand the work in context and should encourage students to see patterns in their learning.
Why it matters
The central value lies in joining assessment with instruction and making students participants rather than objects of evaluation. For educators, the implication is that simply digitising or collecting assignments is insufficient: a portfolio requires an explicit purpose, selection decisions, criteria, commentary, comparison over time, and dialogue about next steps.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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