Toward a Theory of Classroom Assessment as the Regulation of Learning

Session Type: Symposium

Abstract

Classroom assessment and self-regulated learning are related but distinct fields with much to learn from each other. To date, however, there has been little dialogue between experts, and little formal theory development. This symposium will bring together leading scholars in the two fields for a theory-building exercise. The objectives of the session are to 1) foster cross-field dialogue, 2) surface complementary and conflicting theories and research, 3) create a theory of assessment as the regulation of learning, and 4) generate ideas for future research. The session will involve a critical dialogue about papers written by the conveners, Heidi Andrade and Sue Brookhart, and three panelists, Dylan Wiliam, Phil Winne, and Roger Azevedo. Linda Allal will serve as the discussant.

Sub Unit

• SIG-Classroom Assessment

Chair

• Heidi L. Andrade, University at Albany - SUNY

Papers

• Toward a Theory of Classroom Assessment as the Regulation of Learning - Heidi L. Andrade, University at Albany - SUNY; Susan M. Brookhart, Duquesne University

• Enhancing Classroom Assessment by Fusing Advanced Learning Technologies and Teaching Analytics: A Theoretically Driven Approach - Roger Azevedo, North Carolina State University

• Formative Assessment and Contingency in the Regulation of Learning Processes - Dylan R. Wiliam, Institute of Education - London

• Classroom Assessment Could and Should Parallel Self-Regulated Learning but That Parallel Is Difficult to Achieve - Philip H. Winne, Simon Fraser University

Discussant

• Linda K. Allal, University of Geneva