Student Participation in Assessment: Does It Influence Self-regulation?

Daniel L. Dinsmore, Hope E. Wilson

Research output: Chapter or Contribution to BookChapterpeer-review

Abstract

Typically, assessment is viewed as a process in which a person with more expertise (e.g., a teacher) evaluates a more novice individual (e.g., a student) using multiple sources of information to make this evaluation (e.g., tests, observations of student behavior [AERA, APA, & NCME, 1999]). In these relationships, there is an assumed hierarchy between teacher and student in the evaluation process, with the teacher having considerable power over the student and, thus, potentially regulating students’ behavior. However, the argument exists that children taking an active role in assessment increases their self-regulation (Nicol & Macfarlane-Dick, 2006), which, in turn, has been shown to have positive benefits for student achievement ( Pintrich & De Groot, 1990 ).
Original languageAmerican English
Title of host publicationHandbook of Human and Social Conditions in Assessment
EditorsGavin T.L. Brown, Lois R. Harris
Place of PublicationNew York
Chapter9
Number of pages24
Edition1st
ISBN (Electronic)9781315749136
StatePublished - Jul 11 2016

Keywords

  • assessment
  • educational psychology

Disciplines

  • Education
  • Educational Assessment, Evaluation, and Research
  • Educational Psychology

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