| Owner: |
Maite Fernández-Ferrer
|
| Owner Email: |
mfernandezferrer@uoc.edu
|
| Paper Title: |
Internal Feedback Strategies and Learner Self-Regulation: A Novel Checklist to Identify Successful Cases
|
| Session Title: |
Global Perspectives on Formative Assessment: Strategies, Challenges, and Innovations in Diverse Educational Environments (Table 4)
|
| Paper Type: |
Roundtable Presentation
|
| Presentation Date: |
4/26/2025
|
| Presentation Location: |
Denver, CO
|
| Descriptors: |
Assessment, High Schools, Learning Processes/Strategies
|
| Methodology: |
Mixed Method
|
| Author(s): |
Maite Fernández-Ferrer, Universitat Oberta de Catalunya; Tanja Strecker, Open University of Catalonia - Barcelona; Georgeta Ion, Universitat Autònoma de Barcelona; Nati Cabrera, Open University of Catalonia; Elena Cano García, Universitat de Barcelona
|
| Unit: |
Division H - Research, Evaluation and Assessment in Schools
|
| Abstract: |
In recent years there has been abundant research on formative assessment. The internalization of feedback and its link to students’ effective regulation of their learning continues to be, however, a “black box” (Lui and Andrade, 2022). Effective self-regulation is essential for the key competence to learn to learn and thus for success in education and life-long learning, overcoming educational inequality and contributing to the democratization of learning and society. This paper describes the development of a novel checklist through a systematic literature review identifying key factors of internalized feedback strategies for learner self-regulation. It reflects, moreover, on the checklist as an instrument for further research, facilitating the efficient and systematic identification of successful cases of assessment practices in high schools.
|
| DOI: |
https://doi.org/10.3102/2185888
|