University at Albany, New York
Associate Dean and Associate Professor
REASONS I’M A MEMBER OF THE TEAM:
I am a member of my team because of my professional curiosity about the relation between assessment and learning, particularly the formative uses of rubrics and student self-assessment.
TITLE OF PRESENTATION:
Toward a Theory of Classroom Assessment as the Regulation of Learning
Research and theory on self-regulated learning and classroom assessment emphasize very similar regulatory goals and processes, including goal setting, monitoring progress toward the goal, interpretation of feedback derived from monitoring, and adjustment of goal-directed action including, perhaps, redefining the goal itself (Allal, 2010). According to Wiliam (2010), this conception of assessment as regulation is common in Francophone countries, where the central concept is summarized as ‘‘feedback + adaptation’’ (Allal & Lopez, 2005). Yet there is no comprehensive, parsimonious theory of classroom assessment as the regulation of learning. In this presentation I will make a claim that classroom assessment is, in essence, the regulation of learning, and support that claim with evidence from the theoretical and research scholarship on assessment and self-regulated learning.
TO FIND OUT MORE ABOUT MY WORK:
Citation – Please refer to information and materials available on this website, in this way:
Fifth International Symposium on Assessment for Learning (April, 2014).
Website International Symposium on Classroom Assessment.
Accessed at: http://assessment4learning.com/
Slides used: USA group presentation
Ⓒ2014 Susan Brookhart, Heidi Andrade, Margaret Heritage, Maria Ruiz-Primo and Caroline Wylie