Where it is used
Each entry identifies the volume, edition, chapter or appendix in which the work appears.
The evidence behind the series
Follow the research.
Explore every source.
Browse the scientific research and professional literature used across all seven volumes of The Science of Learning for Educators.
7book volumes
8author ranges
1searchable library
Search the collection
Find a paper, author or idea.
Choose an author range, search a title or concept, or narrow the collection by source type. Open any result to see where it appears in the books, read its evidence summary and follow available source links.
2 references
-
- 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.
-
- 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.
A transparent research trail
More than a bibliography.
What it contributes
Evidence summaries explain the central idea and why the source matters to educators.
How to access it
Entries link to lawful full text where available, or to a publisher, library or purchase page.
Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
Citation checks
References are checked against publisher records, scholarly indexes, DOI or ISBN metadata, repositories and author records where available. An entry marked [Citation not verified] preserves the wording found in the relevant volume without attributing findings to an unconfirmed work.
From sources to a coherent pathway