Developing young adolescents’ self-regulation by means of formative assessment: A theoretical perspective

Abstract

Fostering self-regulated learning (SRL) has become increasingly important
\nat various educational levels. Most studies on SRL have been conducted in higher
\neducation. The present literature study aims toward understanding self-regulation
\nprocesses of students in primary and secondary education. We explored the development
\nof young students’ self-regulation from a theoretical perspective. In
\naddition, effective characteristics for an intervention to develop young students’
\nself-regulation were examined, as well as the possibilities of implementing formative
\nassessments in primary education to develop self-regulation. The results show
\nthat SRL can be supported in both primary and secondary education. However, at
\nboth school levels, differences were found, regarding the theoretical background of
\nthe training and the type of instructed strategy. Studies so far suggest avenues toward
\nformative assessment, which seems to be a unifying theory of instruction that
\nimproves the learning process by developing self-regulation among students. But
\ngaps in knowledge about the impact of formative assessments on the development
\nof SRL strategies among primary school students require further exploration.