Centering Student Voice: Insights into Self-Regulated Learning from Classroom Survey Data

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Abstract

Abstract This study draws on student survey data using the Self-Assessment and Instructional Learning (SAIL) tool to explore how students experience self-regulated learning (SRL) in classroom environments that emphasize formative assessment practices. With responses from 318 students across multiple classrooms, the analysis highlights patterns in student understanding, engagement, and agency. Findings illustrate how students interpret learning goals, reflect on their progress, support peer learning, and take initiative in challenging tasks. The results offer actionable insights for educators and leaders seeking to center student voice in assessment and instructional design.

Authors

• Tara Miyoko Kintz, Michigan Assessment Consortium

• John Lane, Michigan Assessment Consortium

• Hilary Johannes, Chandler Unified School District

• Sean Carmody, Retired - High School