Fostering self-regulated learners in a community of quality assessment practices
Journal title CADMO
Author/s Hopfenbeck Therese Nerheim
Publishing Year 2011 Issue 2011/1
Language English Pages 14 P. 7-20 File size 429 KB
DOI 10.3280/CAD2011-001003
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Self-regulation has become an important field within educational research, but yet there is still little empirical research on the relation between self-regulation and assessment practices. The present paper explores how models of self-regulation and assessment can be linked through the development of metacognitive skills to improve students’ learning outcomes. Knowledge from two studies will be used as examples to illustrate how self-regulation can be fostered and linked to developing communities of quality assessment practices in the classroom.
Keywords: Self-regulation, self-regulated learners, assessment practices, self-assessment, metacognition
Hopfenbeck Therese Nerheim, Fostering self-regulated learners in a community of quality assessment practices in "CADMO" 1/2011, pp 7-20, DOI: 10.3280/CAD2011-001003