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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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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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