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Title:  The Association between Teachers’ Use of Formative Assessment Practices and Students’ Use of Self-Regulated Learning Strategies
Description: Three Arizona school districts surveyed more than 1,200 teachers and more than 24,000 students in grades 3–12 in spring 2019 to better understand the relationship between their teachers’ use of formative assessment practices and their students’ use of self-regulated learning strategies, to help shape related teacher development efforts moving forward. Descriptive results indicated that students regularly track their own progress but less frequently solicit feedback from teachers or peers. On the other hand, teachers regularly give students feedback but less frequently provide occasions for students to provide feedback to one another. There was only a small, positive association between the number of formative assessment practices teachers used and the average number of self-regulated learning strategies among their students. The correlation was stronger in elementary classrooms and in STEM (science, technology, engineering, and mathematics) classrooms than in others. Some of teachers’ least-used formative assessment practices—facilitating student peer feedback and student self-assessment—had the strongest, positive associations with the average number of self-regulated learning strategies their students used. The more that teachers reported using these particular practices, the more self-regulated learning strategies their students reported using.
Online Availability:
Cover Date: November 2020
Web Release: November 24, 2020
Publication #: REL 2021041
Center/Program: REL
Associated Centers: NCEE
Type of Product: Descriptive Study
Questions: For questions about the content of this Descriptive Study, please contact:
Amy Johnson.