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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.


Institute for Learning Sciences and Teacher Education

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Book Chapter

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