Teachers activating learners: The effects of a student-centred feedback approach on writing achievement

What are we Really Aiming for? Identifying Concrete Student Behavior in Co-Regulatory Formative Assessment Processes in the Classroom

“…Again, for FA and SRL theory this might be a given, though for teachers to realize this via active reflection on their own formative assessment practice in this participatory study can be regarded as key to their professional development trajectory (i.e., the FA learning network). This supports that importance of long-term participatory professional development to foster robust implementation of coregulatory formative assessment for stimulating student's self-regulated learning (see also, Brooks et al, 2021). The participatory approach as well as the formative assessment cycle as underlying theoretical framework for all activities that teachers grow to get acquainted to seem be successful in challenging teacher's formative assessment practices and underlying conceptions (DeLuca et al, 2012;DeLuca et al, 2019).…”

“…However, this requires purposeful interaction between students and teachers (Carless and Winstone, 2020). To improve coregulatory formative assessment implementation, research and professional development needs to pay attention to what coregulatory classroom practices look like (Panadero et al, 2019;Brooks et al, 2021). This participatory study explored if and how the process of formative assessment-described in five phases of the formative assessment cycle (Gulikers and Baartman, 2017;Veugen et al, 2021)-facilitates teachers to explicate concrete student and teacher behavior in their formative classroom that intends to stimulate self-regulated learning.…”

“…2011)-are used the least in educational practice (Kippers et al, 2018;Brandmo et al, 2020). Moreover, several recent studies (Van der Kleij et al, 2019;Brooks et al, 2021) showed that it -still-is not a given that formative assessment practices enhance student's active role in this process. Thus, while formative assessment often intends to stimulate SRL, and has the potential to incite co-regulatory activities that foster students' development of self-regulatory skills, not all formative assessment practices are automatically co-regulatory.…”

“…Teachers were found to score lowest on the activities that were geared towards actively involving students within these five phases (i.e., items like "I let student analyze their own work" or "I let peers discuss possible follow up activities" (Veugen et al, 2021). To improve co-regulatory formative assessment implementation, research and professional development needs to pay attention to what co-regulatory classroom practices look like (Panadero et al, 2019;Brooks et al, 2021).…”

“…The following FA phases show examples of student-teacher interactions that are more teacher-directed telling the student what to do (i.e., the student takes the diagnostic test, the student listens to feedback), but also many statements of students initiating the co-regulatory process (e.g., the student asks for feedback; the student chooses a task to show what he/she can do, see also Table 2), as well as statements that explicate a student-teacher or student-student dialogue (i.e., in dialogue with other students create an understanding of the success criteria; in dialogue with the teacher explore possible follow up activities). This finding suggests that also in coregulation, we can talk about a dimension from more teacherdirected to more student-directed activities (e.g., Van der Kleij et al, 2019;Brooks et al, 2021). We would argue that to foster students' development of self-regulatory skills, formative assessment classroom practices should allow for gradually making these co-regulatory interactions more student-directed, within the context of teacher defined goals.…”