Assessment for Learning and Self-Regulation in Early Education: A Cross-Cultural Scoping Review

• In Event: Assessment to Support Learning Across Borders and Systems of Education: Examining Enactment at Scale

Abstract

Purpose & Perspective
Assessment for Learning (AfL) is a promising pedagogy for promoting self-regulated learning (SRL; Authors, Year), and an essential priority for education systems globally (OECD, 2023). From a socio-cognitive perspective, SRL refers to “self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals” (Zimmerman, 2000, p. 14). AfL involves teachers and students eliciting, interpreting, and using evidence about learning to inform next steps in instruction and learning (Stobart, 2008). A core aim of AfL is to foster student SRL through engaging students in goal setting, peer and self-assessment, and eliciting and using feedback (Authors, Year). While researchers have begun to theorize relationships between AfL and SRL, how AfL practically supports SRL is underexplored, particularly among young learners and across learning cultures (Harris et al., 2015). Cross-cultural research examining the role of AfL in promoting SRL among young learners is needed to ultimately prepare self-regulated individuals. However, scholars have yet to synthesize research on the connection between AfL and SRL in primary and junior education, a critical time for students’ development of SRL (Whitebread et al., 2009). Accordingly, the purpose of this study was to review literature investigating the connections among AfL and SRL in primary and junior education across diverse learning cultures. Given that SRL is best supported with different approaches across age groups (Dignath et al., 2008; Panadero, 2017), a scoping review examining the role of AfL in the promotion of SRL for primary and junior students is warranted.

The present review was guided by the question: What does the existing literature tell us about the connections among AfL and SRL in primary and junior education? Since understandings and values underpinning learning and assessment vary across cultural contexts (Brown et al., 2019), we examined literature published in English and Chinese to inform a cross-cultural perspective.

Methods & Results
To select relevant studies, we applied Arksey and O’Malley’s (2005) methodological framework for scoping reviews. We conducted keyword searches in EBSCOhost (all indexed databases), Google Scholar, and CNKI (all Chinese indexed databases). Following the processes outlined in Figures 1 and 2 and the criteria in Tables 1 and 2, we selected 23 English and 28 Chinese peer reviewed articles from 2000-2023 that examined the connections between AfL and SRL for students aged 3–12 years (pre-kindergarten to grade six).

Inductive coding of the articles resulted in six themes which articulate mechanisms whereby AfL can foster SRL: Social and emotional development, student autonomy, engagement in learning, feedback and reporting, academic achievement, and self-management/control. Engagement in learning and academic achievement were more frequent in English studies, while self-management/control was more frequent in Chinese studies. See Table 3 for theme definitions and frequencies.

Significance
This scoping review provides a novel cross-cultural understanding of the role of AfL in promoting SRL in primary and junior education. The themes indicate that AfL can facilitate the SRL development across various domains, including behavioral, social and emotional, and engagement/motivation. Research published in Chinese has emphasized behavioral regulation, while English studies have emphasized engagement and improved achievement functions.

Authors

• Liying Cheng, City University of Macao

• Kristy Timmons, Queen's University - Kingston

• Christopher DeLuca, Queen's University - Kingston

• Nathan H. Rickey, Queen's University - Kingston

• Yiqin Ji, Queen's University - Kingston

• Taylor Wormington, Queen's University - Kingston