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