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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9042
Title: Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective
Authors: Meusen-Beekman, Kelly
Joosten-ten Brinke, Desirée
Boshuizen, Els
Keywords: self-regulated learning
self-regulation
formative assessment
primary education
secondary education
Issue Date: 2016
Citation: Meusen-Beekman, K. D., Joosten-ten Brinke, D. & Boshuizen, H. P. A. (2016). Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective. Cogent Education, 2(1), 107-233.
Abstract: 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.
URI: http://hdl.handle.net/1820/9042
Appears in Collections:1. FEEEL Publications, books and conference papers

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