Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation

Ernesto Panadero; Anders Jonsson; J. W. Strijbos

doi:10.1007/978-3-319-39211-0_18

Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation

Ernesto Panadero
, Anders Jonsson
, J. W. Strijbos

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

166 Citations (Scopus)

Abstract

Although the focus on feedback and student involvement in Assessment for Learning (AfL) appears to align very well with theories of Self-Regulated Learning (SRL), and also seems to be the main reason for many researchers’ interest in formative assessment, the actual relationship between AfL and SRL is an issue of debate. In this chapter, we therefore explore the relationship between two AfL practices, namely, self-assessment and peer assessment, and SRL. These AfL practices emphasize student feedback and are both thought to increase student involvement in assessment. They also have evident connections to SRL models of self-regulation and co-regulation. Special attention is given to strategies for the implementation of peer and self-assessment in the classroom. In particular, guidelines are presented on teachers’ mediating and modeling role in peer and self-assessment, as well as on how to use formative assessment instruments, such as rubrics, scripts, and prompts, in order to promote student involvement in assessment

Original language	English
Title of host publication	Assessment for learning
Subtitle of host publication	Meeting the challenge of implementation
Editors	Dany Laveault, Linda Allal
Place of Publication	Boston, MA
Publisher	Springer
Pages	311-326
Number of pages	16
ISBN (Electronic)	978-3-319-39211-0
ISBN (Print)	978-3-319-39209-7
DOIs	https://doi.org/10.1007/978-3-319-39211-0_18
Publication status	Published - 2016
Externally published	Yes

Publication series

Name	The enabling power of assessment
Publisher	Springer International Publishing
Volume	4
ISSN (Print)	2198-2643

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Panadero, E., Jonsson, A., & Strijbos, J. W. (2016). Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation. In D. Laveault, & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 311-326). ( The enabling power of assessment; Vol. 4). Springer. https://doi.org/10.1007/978-3-319-39211-0_18

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abstract = "Although the focus on feedback and student involvement in Assessment for Learning (AfL) appears to align very well with theories of Self-Regulated Learning (SRL), and also seems to be the main reason for many researchers{\textquoteright} interest in formative assessment, the actual relationship between AfL and SRL is an issue of debate. In this chapter, we therefore explore the relationship between two AfL practices, namely, self-assessment and peer assessment, and SRL. These AfL practices emphasize student feedback and are both thought to increase student involvement in assessment. They also have evident connections to SRL models of self-regulation and co-regulation. Special attention is given to strategies for the implementation of peer and self-assessment in the classroom. In particular, guidelines are presented on teachers{\textquoteright} mediating and modeling role in peer and self-assessment, as well as on how to use formative assessment instruments, such as rubrics, scripts, and prompts, in order to promote student involvement in assessment",

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Panadero, E, Jonsson, A & Strijbos, JW 2016, Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation. in D Laveault & L Allal (eds), Assessment for learning: Meeting the challenge of implementation . The enabling power of assessment, vol. 4, Springer, Boston, MA, pp. 311-326. https://doi.org/10.1007/978-3-319-39211-0_18

Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation. / Panadero, Ernesto; Jonsson, Anders; Strijbos, J. W.
Assessment for learning: Meeting the challenge of implementation . ed. / Dany Laveault; Linda Allal. Boston, MA: Springer, 2016. p. 311-326 ( The enabling power of assessment; Vol. 4).

Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic

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Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation

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