The Role of Classroom Assessment in Supporting Self Regulated Learning
Self regulation of learning occurs when learners set goals and then systematically carry out cognitive, affective, and behavioral practices and procedures that move them closer to those goals. Self regulated learning (SRL) depends, in part, on information gleaned from classroom assessments about student learning and achievement. In this chapter we will discuss how classroom assessment is or could be used to support SRL. We will draw on the literatures on classroom assessment and SRL in order to demonstrate how assessment contributes to each phase of self regulation, defined here as: (1) goal setting, (2) progress monitoring, and (3) revision and adjustment. For example, the goal setting phase is influenced by the learning goals and success criteria shared by a teacher. The progress monitoring phase is affected by feedback provided via formative and summative assessments. The revision and adjustment phase is affected by opportunities teachers give students to use feedback and decisions students make based on that feedback. This chapter demonstrates the close relationship between classroom assessment and SRL by reviewing research evidence for each phase, and makes the case that assessment can support the self regulation of learning in classroom settings. The chapter also addresses challenges of implementing classroom assessment practices that support SRL.