Learning Objectives
In this chapter you will learn to:
• define self-regulated learning (SRL)
• understand the importance of self-regulation for both teacher and student
• use evidence of learning to assess and support SRL strategies.
This chapter introduces the concept of student self-regulated learning (SRL). It is included in this book about assessment for teaching because the student must be part-teacher and part-student. It is also included because the rubrics written using the approach in this book complement students’ SRL skills by articulating the competencies they need to assess, monitor and reflect on in their learning. The teacher also has to be part-student. The role of the teacher is less of a transmitter and more of a co-facilitator. The teacher, using the approach of this book and understanding the elements of SRL presented in this chapter, can help the student to take a more active role in SRL. The student becomes dependent on self-assessment and on assessing peers in collaborative arrangements. Now the teacher has two roles: one in facilitating learning and the other in helping students understand the self-assessments that will govern the development of their SRL competency.
Introduction
In earlier chapters of this book we described assessment as the search for evidence of learning. In normal circumstances the search tends to be conducted or managed by the teacher. Student self-assessment may also be defined as students’ search for evidence of their own learning. But is it a search? Do students understand how to produce evidence of what they are learning? How do teachers and students work together to identify learning outcomes, the strategies that lead to those outcomes, and the evidence of having reached or attained those outcomes? Increasingly the role of the teacher is changing, from transmitter to more a facilitator of knowledge.
In this book we emphasise the role of developmental teaching and learning and assessment as key in dealing with the phenomenon of SRL. Both the teacher and the student can follow the student's growth and development if the road map is clear. This is discussed extensively in Chapter 10. For now, we will focus on the ideas of developmental teaching and learning where both the teacher and the student need to understand the developmental pathway the student is following.
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