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Fostering self-regulated learners in a community of quality assessment practices
Journal Title:  CADMO
Author/s: Hopfenbeck Therese Nerheim
Year: 2011 Issue: 1 language: English Pages: 14 Pg. 7-20 FullText PDF: 429 KB
DOI: 10.3280/CAD2011-001003
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Self-regulation has become an important field within educational research, but yet there is still little empirical research on the relation between self-regulation and assessment practices. The present paper explores how models of self-regulation and assessment can be linked through the development of metacognitive skills to improve students’ learning outcomes. Knowledge from two studies will be used as examples to illustrate how self-regulation can be fostered and linked to developing communities of quality assessment practices in the classroom.

Keywords: Self-regulation, self-regulated learners, assessment practices, self-assessment, metacognition


    Hopfenbeck Therese Nerheim, Fostering self-regulated learners in a community of quality assessment practices in "CADMO" 1/2011, pp. 7-20, DOI:10.3280/CAD2011-001003

         


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