Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks. Issue 4 (3rd July 2020)

• Record Type: Journal Article
• Authors: Perry, Nancy E.; Lisaingo, Simon; Yee, Nikki; Parent, Natasha; Wan, Xinke; Muis, Krista
• Is Part Of: Assessment in education. Volume 27:Issue 4(2020)
• Page Start: 416
• Page End: 443
• Publication Date: 2020-07-03
• Subjects: Self-regulated learning -- assessment for learning -- self-assessment -- participatory research -- grade school; Educational tests and measurements -- Periodicals; Education -- Evaluation -- Periodicals; 371.26
• DOI: 10.1080/0969594X.2020.1801576
• Languages: English
• ISSNs: 0969-594X

Abstract

ABSTRACT: We present data from a larger longitudinal study, focusing on researchers' and teachers' collaborative design and implementation of assessments for learning (AfL), including student self-assessments, to support self-regulated learning (SRL) during classroom writing activities. We focus on students (N = 112) when they were in Grade 3. The study used a mixed method triangulation approach. Data include: detailed descriptions of classrooms with relatively high and low emphasis on SRL; students' self-assessments of SRL; and students' writing processes and products from a teacher-researcher co-constructed writing task. Students enrolled in classrooms with high emphases on SRL had more opportunities and support for SRL and A f L and, consequently, demonstrated more sophisticated self-assessments and higher levels of interest and task value than their peers in classrooms with low emphasis on SRL. Also, these learners demonstrated higher levels of self-regulation in writing tasks and higher quality writing products. Implications for research and practice are discussed.