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ERIC Number: EJ1087979
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 108
ISBN: N/A
ISSN: EISSN-2331-186X
Developing Young Adolescents' Self-Regulation by Means of Formative Assessment: A Theoretical Perspective
Meusen-Beekman, Kelly D.; Joosten-ten Brinke, Desirée; Boshuizen, Henny P. A.
Cogent Education, v2 n1 Article 1071233 2015
Fostering self-regulated learning (SRL) has become increasingly important at various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulation processes of students in primary and secondary education. We explored the development of young students' self-regulation from a theoretical perspective. In addition, effective characteristics for an intervention to develop young students' self-regulation were examined, as well as the possibilities of implementing formative assessments in primary education to develop self-regulation. The results show that SRL can be supported in both primary and secondary education. However, at both school levels, differences were found, regarding the theoretical background of the training and the type of instructed strategy. Studies so far suggest avenues toward formative assessment, which seems to be a unifying theory of instruction that improves the learning process by developing self-regulation among students. But gaps in knowledge about the impact of formative assessments on the development of SRL strategies among primary school students require further exploration.
Cogent OA. Available from: Taylor & Francis Group. 284 Park Square Milton Park, Abingdon, Oxfordshire, OX14 4RN, UK. Tel: +44-20-7017-6000; e-mail: info@CogentOA.com; Web site: http://cogentoa.tandfonline.com/journal/oaed20
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: Elementary Education; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A