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ERIC Number: EJ1143655
Record Type: Journal
Publication Date: 2017
Pages: N/A
Abstractor: As Provided
ISSN: ISSN-0161-4681
What Teachers Know and Do about Assessing Students' Self-Regulated Learning
Michalsky, Tova
Teachers College Record, v119 n13 2017
To foster their students' self-regulated learning (SRL), teachers' lesson goals should include not only SRL teaching but also assessment of students' SRL behaviors/processes to verify whether teachers achieved their goals. This article presents a study that sought to examine teachers' knowledge about SRL assessment, actual assessment of SRL in their classrooms, and the predictive value of teachers' knowledge on their behavior. High school teachers in Israel (N = 236) completed self-report questionnaires on knowledge and behavior for implementing SRL assessment in their classrooms. Results indicated that teachers knew more about offline assessment of SRL aptitude than about online or offline assessments of SRL events. Not all SRL assessment methods were well known to all teachers. Furthermore, teachers' knowledge differed from their self-reported behavior in assessing their students' SRL. Findings indicated how teacher education could support teachers to learn how to assess SRL effectively, in line with clear recommendations in the empirical literature regarding the value of assessment alongside curriculum and pedagogy.
Teachers College, Columbia University. P.O. Box 103, 525 West 120th Street, New York, NY 10027. Tel: 212-678-3774; Fax: 212-678-6619; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Israel
Grant or Contract Numbers: N/A