Classroom Assessment as the Co-Regulation of Learning

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

Abstract

Overview
Classroom assessment has made huge strides in recent years, including the emergence of a focus on theory, in addition to practice, that further legitimized its establishment as a scholarly field (McMillan, 2013). The theory of assessment now in use in most classroom assessment (CA) research reflects socio-cultural theories (Penuel & Shepard, 2016) and the self-regulation of learning (Allal, 2011; Andrade & Heritage, 2017; Bonner & Chen, 2019; Panadero, Andrade & Brookhart, 2018; Pryor & Crossouard, 2008). The theoretical framework is still in development, however, particularly in terms of the co-regulation of learning (Allal, 2019; Panadero, Broadbent, Boud & Lodge, 2019). In this paper, we use the literature review method to update our theory of CA as the interactive, reciprocal co-regulation of learning by teachers, students, instructional materials, and contexts (Andrade & Brookhart, 2019). We organize the literature using a version of Pintrich and Zusho’s (2002) theory of the phases and areas of the self-regulation of learning (Table 1), expanded to include the co-regulation of learning, in order to demonstrate how classroom assessment is related to all aspects of the regulation of learning.
Although some researchers (e.g., Butler & Winne, 1995; Winne & Hadwin, 1998) explicitly acknowledged the role of external feedback in self-regulation, regulation by others is a relatively new focus of the SRL literature which, by definition, focused on self-regulation. While SRL focuses on understanding the processes by which learners set goals and then plan, execute, and reflectively adjust their learning (Hadwin, Järvelä, & Miller, 2011; Zimmerman, 2000), in educational contexts SRL processes often occur under the joint influence of students and other sources, such as teachers, peers, curriculum materials, and assessment instruments (Allal, 2011, 2019). As a result, SRL can be conceptualized as a matter of co-regulation: student learning is regulated by multiple classroom elements acting together.
Our paper begins with definitions of classroom assessment and self- and co-regulated learning. We expand Pintrich and Zusho’s (2002) model of the phases and areas of the self-regulation of learning to include regulation by others (co-regulation), including teachers and materials. For ease of discussion, we divide the framework into the four areas of regulation. (Tables 2, 3, and 4).
We thus have an analytical and theoretical framework to support the claim that classroom assessment is related to all areas of the regulation of learning. In the paper we present evidence that recent CA studies are concerned with aspects of the self- and co-regulation of learning across the phases and areas. We conclude by pointing out gaps in the research base.

Authors

• Heidi L. Andrade, University at Albany - SUNY

• Sue Brookhart, Duquesne University

• Elie Chingyen Yu, University of Albany (SUNY)