Student participation in assessment: Does it influence self-regulation?
Document Type
Article
Publication Date
1-1-2016
Abstract
Enhancing the classroom assessment literacy of educators, including administrators, principals, teachers, and classroom support personnel, requires ongoing differentiated professional development. The idea that assessment is more equitable when it is differentiated for varying student differences comes from several bodies of literature. The learning environment refers to the physical and the affective tone of the classroom as students perceive it. The teachers goal is to create a safe space where students can be challenged and grow to their fullest potential and where they can individually and collectively contribute to the work that will be done on a daily basis. The curriculum provides the plan for what teachers will teach and what students are expected to learn. Instruction is how the written curriculum is translated into action with students. Framing the instructional model are several key elements: high-quality curriculum, continual assessment, flexible grouping, respectful tasks, classroom community building and teaching up.
Publication Title
Handbook of Human and Social Conditions in Assessment
First Page
145
Last Page
168
Digital Object Identifier (DOI)
10.4324/9781315749136-16
ISBN
9781317608189,9781138811539
Citation Information
Student Participation in Assessment: Does It Influence Self-regulation? (2016). In Handbook of Human and Social Conditions in Assessment (pp. 161–184). Routledge. https://doi.org/10.4324/9781315749136-16