The Crossroad of Classroom Assessment and Self-Regulated Learning: A Framework in Support of Learning

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

Abstract

Objectives or purposes
This presentation introduces a conceptual framework for a systematic approach to blending classroom assessment (CA) and self-regulated learning (SRL) theories. The framework, called CA:SRL, consists of 4 stages, covering a wide range of assessment purposes observed in typical classrooms. The purpose of the presentation is to demonstrate how CA and SRL processes interact during each stage to support student learning.

Theoretical framework
SRL refers to how individuals initiate, engage, and sustain their learning progress to attain desired goals. We adapted Zimmerman’s (2002) SRL model and incorporated selected subprocesses from each of his three phases: forethought, performance, and self-reflection. CA consists of activities that teachers perform to gather and use information related to student learning. Principles for CA in our framework were guided by concepts about reliability, validity, and fairness set forth in the Standards for Educational and Psychological Testing (AERA et al., 2014), adapted for classroom contexts. Iteration and feedback are viewed as key processes that seamlessly merge CA and SRL. CA:SRL provides guidance for developing assessments that align with different purposes and use iteration and feedback in purposeful ways to support student self-regulation.
Methods, techniques, or modes of inquiry
Our development of CA:SRL was conceptual and based on extensive review of the existing literature on measurement, CA, learning, motivational and behavioral theories, and SRL. We refined our development of CA:SRL as we co-taught a one-semester graduate-level course in CA.

Data sources, evidence, objects, or materials
Our data sources were scholarly works and empirical research in CA and SRL. We drew our examples, activities, and practices from scholarly literature, collaboration with classroom teachers, and our own experiences as instructors in higher-education institutions and secondary schools.

Results and conclusions
Figure 1 shows the stages of the CA:SRL framework: (1) pre-assessment, (2) cycle of learning, doing, and assessing, (3) formal assessment; and (4) summarizing evidence. In each stage, teacher and students interact over assessment activities that address distinct assessment purposes, and engage in SRL subprocesses. The features of inference, feedback, and use of assessment information provide the connections between stages.

Scholarly significance of the study
CA:SRL is distinct from conceptualizations about connections between SRL and CA that examine SRL through the lens of assessment for learning (AfL), or formative assessment. In many schooling contexts, CA also includes diagnostic and summative assessment. The complex nature of CA suggests the need for a framework that serves the full range of assessment purposes in the classroom. Also, CA:SRL adds to the knowledge base about SRL through its practical applications. There is often a disconnect between research in the field of SRL, which has consistently shown that students who learn and use SRL strategies improve their performance, and the practice of SRL in the classroom, where it is rarely taught and students have few opportunities to refine their SRL strategies. The CA:SRL framework demonstrates how students can have opportunities to develop SRL every time they engage in assessment.

Authors

• Peggy P. Chen, Hunter College - CUNY

• Sarah M. Bonner, Hunter College - CUNY