Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement

Panadero, Ernesto, Broadbent, Jaclyn, Boud, David ORCID: https://orcid.org/0000-0002-6883-2722 and Lodge, Jason M. (2019) Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement. European Journal of Psychology of Education, 34 (3). pp. 535-557. ISSN 0256-2928

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Abstract

Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learning

Item Type: Article
Research Areas: A. > School of Health and Education
A. > Work and Learning Research Centre
Item ID: 25814
Notes on copyright: This is a post-peer-review, pre-copyedit version of an article published in European Journal of Psychology of Education. The final authenticated version is available online at: http://dx.doi.org/10.1007/s10212-018-0407-8
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Depositing User: Repository team
Date Deposited: 12 Dec 2018 16:06
Last Modified: 26 Jul 2019 20:08
URI: https://eprints.mdx.ac.uk/id/eprint/25814

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