Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation

• In Event: Classroom Assessment: Innovation Trends to Enhance Student Learning

Abstract

Co-regulation occurs when an individual, usually more capable, attunes the behaviours, emotions, or cognitive processes of a learner to align with expectations. Formative assessment practices may facilitate co-regulation; however, literature has focused on older students. This phenomenological study explored the relationship between formative assessment and co-regulation by interviewing eight Kindergarten teachers and four Early Childhood Educators in conjunction with 448 hours of classroom observations. Qualitative data were analyzed thematically. Four themes emerged: (a) Authentic assessment and self-regulation practices, (b) Feedback as foundational, (c) Formative assessment and co-regulation have shared purposes, and (d) Connections between classroom assessment and co-regulation. Findings suggested student agency as the bridge between classroom assessment and co-regulation, and a bidirectional, mutually supportive, relationship.

Authors

• Heather Braund, Queen's University - Kingston

• Ernesto Panadero, Universidad de Deusto

• Liying Cheng, Queen's University