Fostering self-regulated learners in a community of quality assessment practices

Journal article

Abstract:: Self-regulation has become an important field within educational research, but yet there is still little empirical research on the relation between self-regulation and assessment practices. The present paper explores how models of self-regulation and assessment can be linked through the development of metacognitive skills to improve students' learning outcomes. Knowledge from two studies will be used as examples to illustrate how self-regulation can be fostered and linked to developing communities of quality assessment practices in the classroom.

Language:: English
Keywords:: Assessment practices

Self-regulated learners

Self-assessment

Metacognition

Self-regulation
Pubs id:: pubs:360360
UUID:: uuid:14c24203-ffe5-4f5f-a73a-c7aaa9e4b2e2
Local pid:: pubs:360360
Source identifiers:: 360360
Deposit date:: 2014-12-26
ARK identifier:: ark:/29072/ora_14c24203ffe54f5fa73ac7aaa9e4b2e2

Licence:: Terms and Conditions of Use for Oxford University Research Archive

If you are the owner of this record, you can report an update to it here: Report update to this record