Classroom Assessment and Self-Regulation: A Conceptual Framework to Support Learning

• In Event: One More Step: Bridging Self-Regulated Learning and Classroom Assessment

Abstract

Purposes
The main purpose of this proposal is to present CA:SRL, a conceptual framework to systematically blend classroom assessment (CA) and self-regulated learning (SRL) (Chen & Bonner, 2019). The framework promotes synergies between SRL processes and multiple purposes of CA, depicted in four stages (Figure 1). We will then highlight Stage 2 of this framework: assessment for learning (AfL)—the cycle of learning, doing, and assessing (Figure 2). After explaining the framework, we will share findings from a qualitative study of student SRL as they worked on Stage 2 tasks.

Theoretical framework
SRL refers to how individuals initiate, engage, and sustain their learning progress to attain goals. We used Zimmerman’s (2002) SRL model of three phases: forethought, performance, and self-reflection—then applied these phases to CA purposes: (1) diagnostic or pre-assessment, (2) AfL, (3) formal assessment, and (4) summarizing evidence. Iteration and feedback are viewed as processes that merge CA and SRL.

Methods
To develop the CA:SRL framework, we conducted extensive literature review on SRL; CA, and on learning and motivational theories. We used the think-aloud method to explore student SRL processes during a Stage 2 task that we developed for high-school computer-science courses (Bonner et al., 2019).

Data sources
Both theoretical and empirical studies provided sources and data for development of the framework. A team of teachers and content specialists worked with us to design Stage 2 CA:SRL tasks in computer science. Seven students contributed think-aloud evidence about their SRL processes while they engaged in one of these tasks. We coded the think-aloud transcripts based on a priori definitions of SRL subprocesses and analyzed when and to what extent different SRL subprocesses were observed.

Results
The CA:SRL framework that resulted from our conceptual work blends three phases of SRL with multiple purposes of CA. Phases of SRL are shown to take place within and between stages as the purposes of CA cycle through these stages. Feedback helps students make crucial cognitive connections.
Our qualitative research on student use of SRL during a Stage 2 task revealed the importance of promoting forethought in AfL. Our results showed that the student with the highest mastery engaged in extensive forethought, using subprocesses of task analysis and planning. Less proficient students engaged in less forethought and conducted relatively little task analysis or planning, although prompted to do so. However, opportunities to seek help and monitor their performance frequently led students to re-analyze tasks and make subsequent progress.

Scholarly significance
The CA:SRL is a design framework that teachers and professional assessment developers can use to purposefully engage students in SRL as they work on assessment tasks. Our research yields increased insight into how SRL opportunities can promote learning during CA. Application of the CA:SRL framework has practical potential to impact learning by connecting research in the field of SRL—which has consistently shown that students who use SRL strategies improve their performance—to classrooms, where assessment is common, but SRL is rarely supported.

Authors

• Peggy P. Chen, Hunter College - CUNY

• Sarah M. Bonner, Hunter College - CUNY