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How Can Assessment For Learning Be Useful For Self-Regulated Learning?: Four Approaches To Change Of Assessment Conceptions From Individualistic To Contextualistic, Kohei Nishizuka

Pedagogy and the Human Sciences

Critics argue that theoretical frameworks for assessment for learning (AfL) and self-regulated learning (SRL) are sociocultural practices reliant on others/mediating artifacts than on individual psychological operations. However, if the broader context of learning is neglected, the developmental model for fostering evaluative judgment cannot cope well with the contextual complexity of the formal and informal aspects of learning. How students perceive assessment is strongly related to their learning outcomes as it represents how much they harbor a spirit of improvement, social stress, and cooperative efficacy. Focusing on the assessment conceptions can help us reconsider the purpose and function of AfL and …