Abstract
Recently, the concept of evaluative judgement has gained attention as a pedagogical approach to classroom formative assessment practices. Evaluative judgement is the capacity to be able to judge the work of oneself and that of others, which implies developing knowledge about one’s own assessment capability. A focus on evaluative judgement helps us to better understand what is the influence of assessment practices in the regulation of learning. In this paper, we link evaluative judgement to two self-regulated learning models (Zimmerman and Winne) and present a model on the effects on co-regulation of learning. The models help us to understand how students can be self-regulated through developing their evaluative judgement. The co-regulation model visualises how the learner can become more strategic in this process through teacher and peer assessment in which assessment knowledge and regulation strategies are shared with the learner. The connections we make here are crucial to strengthening our understanding of the influence of assessment practices on students’ learning.
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Funding
The first author was funded by the Spanish Ministry (Ministerio de Economía y Competitividad) via Ramón y Cajal programme (File id. RYC-2013-13469) and Excelencia programme (File id. EDU2016-79714-P).
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Ernesto Panadero. Departamento de Psicología Evolutiva y de la Educación, Facultad de Psicología, Universidad Autónoma de Madrid, Spain; Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia. E-mail: ernesto.panadero@uam.es
Current themes of research:
Themes: My research focuses in several areas. First, the understanding and promotion of self-regulated learning. Second, formative assessment practices exploring their effects on learning. Third, the relationship between self-regulated learning and the use of formative assessment (self-assessment, peer assessment and formative uses of feedback). And finally, my research on educational assessment also explores the psychological correlates of self and peer assessment (e.g. interpersonal and social variables).
Most relevant publications in the field of Psychology of Education:
Panadero, E., Andrade, H., & Brookhart, S. M. (2018). Fusing self-regulated learning and formative assessment: A roadmap of where we are, how we got here, and where we are going. The Australian Educational Researcher, 45(1), 13-31. doi:10.1007/s13384-018-0258-y
Panadero, E., Jonsson, A., & Botella, J. (2017). Effects of self-assessment on self-regulated learning and self-efficacy: Four meta-analyses. Educational Research Review, 22, 74-98. doi: https://doi.org/10.1016/j.edurev.2017.08.004
Panadero, E., & Brown, G. T. L. (2017). Teachers’ reasons for using peer assessment: Positive experience predicts use. European Journal of Psychology of Education, 32(1), 133-156. doi:10.1007/s10212-015-0282-5
Jaclyn Broadbent. Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia.
Current themes of research:
My theme is: the role of self-regulation in the learning process.
Most relevant publications in the field of Psychology of Education:
Broadbent, J., & Poon, W. L. (2015). Self-regulated learning strategies & academic achievement in online higher education learning environments: A systematic review. The Internet and Higher Education, 27, 1-13.
Honicke, T., & Broadbent, J. (2016). The influence of academic self-efficacy on academic performance: A systematic review. Educational Research Review, 17, 63-84.
Broadbent, J. (2017). Comparing online and blended learner's self-regulated learning strategies and academic performance. The Internet and Higher Education, 33, 24-32.
David Boud. Centre for Research in Assessment and Digital Learning, Deakin University, Geelong, Australia; Faculty of Arts and Social Sciences, University of Technology Sydney; Work and Learning Research Centre, Middlesex University, London.
Current themes of research:
Themes include assessment for learning, including feedback, learning in workplaces and professional doctorates.
Most relevant publications in the field of Psychology of Education:
Boud, D., Dawson, P., Bearman, M., Bennett, S., Joughin, G. and Molloy, E. (2018). Reframing assessment research: through a practice perspective, Studies in Higher Education, 43, 7, 1107-1118. DOI: 10.1080/03075079.2016.1202913
Tai, J., Ajjawi, R., Boud, D., Dawson, P. and Panadero, E. (2018). Developing evaluative judgement: enabling students to make decisions about the quality of work, Higher Education, DOI: 10.1007/s10734-017-0220-3
Ajjawi, R. and Boud, D. (accepted for publication 26 Jan 2018). Examining the nature and effects of feedback dialogue, Assessment and Evaluation in Higher Education. DOI: 10.1080/02602938.2018.1434128
Dawson, P., Henderson, M., Mahoney, P., Phillips, M., Ryan, T., Boud, D. and Molloy, E. (published online 30 April 2018). What makes for effective feedback: staff and student perspectives, Assessment and Evaluation in Higher Education, DOI: https://doi.org/10.1080/02602938.2018.1467877
Carless, D. and Boud, D. (published online 3 May 2018). The development of student feedback literacy: enabling uptake of feedback, Assessment and Evaluation in Higher Education, DOI: https://doi.org/10.1080/02602938.2018.1463354
Jason Lodge. School of Education, University of Queensland, St Lucia, Queensland, Australia
Current themes of research:
Themes: self-regulated learning, conceptual change, metacognition, assessment, educational technology.
Most relevant publications in the field of Psychology of Education:
Lodge, J. M., Kennedy, G. E., Lockyer, L., Arguel, A. & Pachman, M. (2018). Managing difficulties and resulting confusion in learning: An integrative review. Frontiers in Education, 3 (49). https://doi.org/10.3389/feduc.2018.00049
Lodge, J. M., Alhadad, S. S. J., Lewis, M. J. & Gašević, D. (2017). Inferring learning from big data: The importance of a transdisciplinary and multidimensional approach. Technology, Knowledge & Learning, 22(3), 385-400.
Lodge, J. M., Hansen, L., & Cottrell, D. (2016). Modality preference and learning style theories: Rethinking the role of sensory modality in learning. Learning: Research and Practice, 2 (1), 4-17.
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Panadero, E., Broadbent, J., Boud, D. et al. Using formative assessment to influence self- and co-regulated learning: the role of evaluative judgement. Eur J Psychol Educ 34, 535–557 (2019). https://doi.org/10.1007/s10212-018-0407-8
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DOI: https://doi.org/10.1007/s10212-018-0407-8