Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective
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 ex...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2015-12-01
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| Series: | Cogent Education |
| Subjects: | |
| Online Access: | http://dx.doi.org/10.1080/2331186X.2015.1071233 |
| _version_ | 1797708392082440192 |
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| author | Kelly D. Meusen-Beekman Desirée Joosten-ten Brinke Henny P. A. Boshuizen |
| author_facet | Kelly D. Meusen-Beekman Desirée Joosten-ten Brinke Henny P. A. Boshuizen |
| author_sort | Kelly D. Meusen-Beekman |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-12T06:21:42Z |
| format | Article |
| id | doaj.art-5c0c60f922a240cea874c3eb6e969695 |
| institution | Directory Open Access Journal |
| issn | 2331-186X |
| language | English |
| last_indexed | 2024-03-12T06:21:42Z |
| publishDate | 2015-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Education |
| spelling | doaj.art-5c0c60f922a240cea874c3eb6e9696952023-09-03T02:11:15ZengTaylor & Francis GroupCogent Education2331-186X2015-12-012110.1080/2331186X.2015.10712331071233Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspectiveKelly D. Meusen-Beekman0Desirée Joosten-ten Brinke1Henny P. A. Boshuizen2Avans University of Applied SciencesOpen University of the NetherlandsOpen University of the NetherlandsFostering 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.http://dx.doi.org/10.1080/2331186X.2015.1071233self-regulated learningself-regulationformative assessmentprimary educationsecondary education |
| spellingShingle | Kelly D. Meusen-Beekman Desirée Joosten-ten Brinke Henny P. A. Boshuizen Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective Cogent Education self-regulated learning self-regulation formative assessment primary education secondary education |
| title | Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective |
| title_full | Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective |
| title_fullStr | Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective |
| title_full_unstemmed | Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective |
| title_short | Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective |
| title_sort | developing young adolescents self regulation by means of formative assessment a theoretical perspective |
| topic | self-regulated learning self-regulation formative assessment primary education secondary education |
| url | http://dx.doi.org/10.1080/2331186X.2015.1071233 |
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