Title

Accountability assessment's effects on teachers and schools

Publication Date

2016

Abstract

This chapter focuses on the role of student involvement in assessment to better understand the relationship between assessment and self-regulation. Specifically, it examines what configurations of assessment, task, and learner characteristics are helpful to foster student self-regulation. While models of self-regulation differ in significant ways, for the purposes of this discussion we will reference Zimmerman's model; however, one could certainly use a different theoretical model of self-regulation to examine these relations. Before discussing the relation between participation in assessment and its effects on self-regulation, it is important to take into account how self-regulation is measured and what analyses, if any, are conducted to demonstrate this relation. Given the tenuous and conditional nature of the relation between participating in assessment and self-regulation, we suggest some directions for future research that more systematically investigates these multidimensional relations.

School/Institute

Institute for Learning Sciences and Teacher Education

Document Type

Book Chapter

Access Rights

ERA Access

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