Formative Assessment
Assessment Is for Self-regulated Learning
Bibliographic Data
| ID | 23328628 |
|---|---|
| Authors | Ian Clark (0000-0001-7698-2715, University of Washington, corresponding author) |
| Year | 2012 |
| Volume | 24 |
| Issue | 2 |
| Pages | 205-249 |
| Publication date | 2012-06-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Educational Psychology Review (JOURNAL) |
| Journal identifiers | ISSN: 1040-726X • E-ISSN: 1573-336X |
| Publisher | Springer Science and Business Media LLC (PUBLISHER) |
| DOI | 10.1007/s10648-011-9191-6 |
| OpenAlex | W1991564778 |
| Language | EN |
| Citations received | 123 |
| References cited | 130 |
Assessment for learning · Cognitive psychology · Cognitive science · Developmental psychology · Educational psychology · Formative assessment · Mathematics education · Pedagogy · Self-assessment · Innovative Education and Learning Practices · Innovative Teaching and Learning Methods · Psychology · Student Assessment and Feedback
Effect of Formative Assessment on Students’ Achievement in Knowledge Domain in Physics at Secondary Level
Teachers' Perception of the Use of Google Classroom to Assess English Skills
Using portfolios to enhance self–regulated learning
Évaluer les apprentissages en contexte de pandémie
Ethics Education in The Philippines Moving Forward
Active learning in history teaching in higher education
Contemplative and Transformative Learning for Character Development in Islamic Higher Education
Criterios de evaluación referidos, percibidos y utilizados por el profesorado de matemáticas de la educación primaria
Self‐ and peer‐assessment in upper secondary schools. A quasi‐experimental study to investigate the educational effectiveness of formative assessment
Variables associated with achievement in higher education
Enhancing legal writing skills
Design and implementation of an AI ‐enabled visual report tool as formative assessment to promote learning achievement and self‐regulated learning
Handbook of Self-Regulation of Learning and Performance
A meta-review of the student role in feedback
Fusing self-regulated learning and formative assessment
Developing Metacognition of 5- to 6-Year-Old Children
A Qualitative Examination of Classroom Assessment in Chinese High Schools from the Perspective of Self-Regulated Learning
Self-Regulated Learning in English Language Instruction at Colombian Universities
Beyond cognition
Technology, pedagogy, and feedback
Predicting academic performance by self-assessed and objectively measured understanding and self-efficacy
Using Self-Regulated Learning Prompts for Assessment for Learning Purposes and to Improve Computer Science Students’ Performance
Évaluation formative et autorégulation des apprentissages des élèves
Discourses We Live By
Bridging theory and practice in formative assessment
Unplugging the threat
Sustainability of Developed Self-Regulation by Means of Formative Assessment Among Young Adolescents
Unheard and unused
Formative assessment in higher education
From Passenger to Pilot – Using Formative Assessment to Support Students With Intellectual Disabilities to Become Self-Regulated Learners
What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom
Basic psychological needs satisfaction as a mediator of the effects of a formative assessment practice on behavioral engagement and autonomous motivation
Changes in Student Motivation and Teacher Decision Making When Implementing a Formative Assessment Practice
A literature review
Instructional feedback to support self-regulated writing in primary school
The impact of a university teacher training program promoting self-regulated learning on teacher knowledge, self-efficacy, and practices
Insights from think-alouds on how multilingual learners engage in translanguaging in a multilingual science assessment
Assessing the Utility of a Quality-of-Care Assessment Tool Used in Assessing Comprehensive Care Services Provided by Community Health Workers in South Africa
The influence of perceived formative assessment on the learning autonomy of medical students
Formative Assessment and Self-Regulated Learning in Lower Secondary Mathematics
Online Formative Assessment in Higher Education
A Systems Approach to Improving Foundational Reading Skills at a Preschool in India
Regulation of tactical learning in team sports – the case of the tactical-decision learning model
Reconceptualising the role of the child portfolio in assessment
Effects of formative assessment programmes on teachers’ knowledge about supporting students’ reflection
Impact of early childhood education settings on the systems thinking skills of preschool children through the lens of Bronfenbrenner's theory
Development of a test taker-oriented rubric
AI-Assisted formative assessment in social studies education
Interactions in the LMS
How to promote students to pose deep questions in knowledge building? A data-driven approach to assessment and feedback
Examining change in students’ self-regulated learning patterns after a formative assessment using process mining techniques
Effects of a review video and practice in video-based statistics training
The dynamics of an online learning community in a hybrid statistics classroom over time
The effect of automated feedback on revision behavior and learning gains in formative assessment of scientific argument writing
Teamwork competency and satisfaction in online group project-based engineering course
Developing a national understanding of assessment and feedback in Irish higher education
Development and validation of a questionnaire to assess classroom assessment from the self-regulated learning perspective
Facilitating learners' self‐assessment during formative writing tasks using writing analytics toolkit
I don't have time! But keep me in the loop
Where less is more
Applying learning analytics dashboards based on process‐oriented feedback to improve students' learning effectiveness
The impact of frequency and stakes of formative assessment on student achievement in higher education
Teacher and student teacher views of agency in feedback
Searching for differential effects of the dynamic approach to teacher professional development
Examining the role of sense of belonging and formative assessment in reducing the negative impact of learning anxiety in mathematics
Enhancing self-management skills of students through primary school class activities based on the Selection, Design, Organization, and Assessment model
Unveiling pre-service teachers’ cognitive processes
Optimizing Formative Assessment with Learning Analytics
The politics of pupil self-evaluation
Fostering resilience among university students
Raising student engagement using digital nudges tailored to students' motivation and perceived ability levels
Behind the scenes
Formative assessment as a self-regulation engine in blended language learning
“Explain it on the blackboard”. An analysis of the educational interaction in mirror assessment activities
Self-regulated learning in English-language learners who are persisting despite failure on a high school exit exam
Individual teaching methods
Cultivating reflective teachers
Formative assessment of motor learning through digital tools in physical education
Developmental Evaluator Functional Role Activities and Programmatic Developments
Can GenAI-empowered feedback promote L2 learners’ self-regulation strategic behavior and writing performance
Exploring Chinese university EFL students’ perceptions of formative assessment
Fostering self-regulated learning-focused feedback
Formative assessment and self-regulated learning
If One Goes Up the Other Must Come Down
The Role of Parental Self-Efficacy Regarding Parental Support for Early Adolescents’ Coping, Self-Regulated Learning, Learning Self-Efficacy and Positive Emotions
The impact of feedback on metacognition
Assessment as learning in primary writing classrooms
A case study of a formative assessment practice and the effects on students’ self-regulated learning
Understanding how teachers practise inclusive classroom assessment
A scoping review on the notions of Assessment as Learning (AaL), Assessment for Learning (AfL), and Assessment of Learning (AoL)
From fixing the work to improving the learner
Assessing student learning in work-integrated learning (WIL)
Effects of formative assessments to develop self-regulation among sixth grade students
Quality assurance in assessment
Iranian EFL teachers’ assessment for learning practices and barriers
Uncovering Habitus in Life Stories of Muslim Converts
Discourses, Cultural narratives, and Genre in Biographical Narratives
Behind the scenes of reflective practice in professional development
Fostering agency through dialogue in classroom writing assessment
Developing assessment literacy through approximations of practice
Knowledge and the flow of information
Educational psychology
The Social Construction of Literacy
Words and Minds
Remembering
Motivating Students to Learn
Formative assessment
On Distinguishing Epistemic from Pragmatic Action
Neighbourhood and Community
A Neural Basis for Social Cooperation
Efficacy beliefs as a moderator of the impact of work-related stressors
Metacognitive theories
The social construction of literacy
Measuring Self-Regulated Learning
A Conceptual Framework for Assessing Motivation and Self-Regulated Learning in College Students
Self‐Regulation in the Classroom
The Tacit Dimension
How does cognitive therapy prevent depressive relapse and why should attentional control (mindfulness) training help?
Mechanisms of Self-Regulation
A formative assessment-based mobile learning approach to improving the learning attitudes and achievements of students
Identifying the pitfalls for social interaction in computer-supported collaborative learning environments
Developing the theory of formative assessment
Promoting Self-Regulation in Science Education
Sociocultural discourse analysis
The Development of Academic Self-Regulation
Inside the Black Box
The Role of Anomalous Data in Knowledge Acquisition
Regulation of Motivation
A meta-analysis of team-efficacy, potency, and performance
Collective efficacy, group potency, and group performance
Critical distinctions among three approaches to peer education
Influencing Children's Self-Efficacy and Self-Regulation of Reading and Writing Through Modeling
Interactions of Metacognition With Motivation and Affect in Self-Regulated Learning
Embodied Cognition
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
The role of motivation in promoting and sustaining self-regulated learning
Feedback and Self-Regulated Learning
Assessment Crisis
Self-Efficacy
Social origins of self-regulatory competence
Self-Efficacy
Assessment and Classroom Learning
A Dynamic Theory of Organizational Knowledge Creation
The Role of Goal Orientation in Self-Regulated Learning
Formative assessment and the design of instructional systems
Experience and Education
Social learning theory
Heidegger’s perfectionist philosophy of educationin Being and Time
The Guided Construction of Knowledge
Reflections and new directions
Making learning visible in kindergarten classrooms
The international encyclopedia of education
Reflecting on Reflective Learning
Learning-to-learn strategies as a basis for effective lifelong learning
Reasoning as a scientist
Debates in SLA Studies
Re-thinking Lifelong Learning
Situative Versus Cognitive Perspectives
A Systems Approach to Educational Testing
Cultural Ways of Learning
The Role of Assessment in a Learning Culture
When high achievers and low achievers work in the same group
Making Connections
Assessment in Schools
American Educational Research Journal, 1964-1968
Development of a Structured Interview for Assessing Student Use of Self-Regulated Learning Strategies
Problem-Solving Strategies and Group Processes in Small Groups Learning Computer Programming
Experience and Education
Self-evaluative and self-efficacy mechanisms governing the motivational effects of goal systems
Ego depletion
Collective Teacher Efficacy
The Power of Feedback
Perceived Self-Efficacy in Cognitive Development and Functioning
Remembering
Formative assessment and self-regulated learning
Becoming a Self-Regulated Learner
Patterns of Interaction in ESL Pair Work
Developing Collective Classroom Efficacy
Transmission of aggression through imitation of aggressive models
Situated Learning
The Knowledge Economy
| Unique citing works | 123 |
|---|---|
| Citations per year | 10,25 |
| Citation span | 2014 - 2026 (13) |
| Citation velocity | current |
| Highly cited | Yes |
| Citation types | Neutral: 111 |