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ERIC Number: EJ1170759
Record Type: Journal
Publication Date: 2018-Mar
Pages: 21
Abstractor: As Provided
ISSN: ISSN-0311-6999
Elementary Students as Active Agents in Their Learning: An Empirical Study of the Connections between Assessment Practices and Student Metacognition
Braund, Heather; DeLuca, Christopher
Australian Educational Researcher, v45 n1 p65-85 Mar 2018
This study explored how elementary teachers leveraged and structured student-involved formative assessment to promote metacognition and self-regulation. Research has suggested a connection between formative assessment practices (e.g., self-assessment and peer-assessment) and metacognition. However, this connection has limited empirical support, especially within early elementary contexts (i.e. Grades K-4). In this study, 44 Ontario elementary teachers completed a survey reporting their teaching and assessment practices and beliefs about metacognition. Five participants were then purposefully selected for semi-structured interviews to describe their experiences developing students' metacognition and self-regulatory capabilities through student-involved assessment processes. Data were inductively and thematically analysed. Participants emphasized the value of "assessment as learning" practices (e.g., self-assessment and reflective thinking) to develop students' metacognition and discussed the need for ongoing student feedback regarding metacognitive strategies. However, despite purposefully implementing formative assessment to enhance metacognition and self-regulation, participants articulated the need for additional resources to support the cultural shift towards assessment "for" and "as" learning within their classrooms.
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Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A