Critics argue that theoretical frameworks for assessment for learning (AfL) and self-regulated learning (SRL) are sociocultural practices reliant on others/mediating artifacts than on individual psychological operations. However, if the broader context of learning is neglected, the developmental model for fostering evaluative judgment cannot cope well with the contextual complexity of the formal and informal aspects of learning. How students perceive assessment is strongly related to their learning outcomes as it represents how much they harbor a spirit of improvement, social stress, and cooperative efficacy. Focusing on the assessment conceptions can help us reconsider the purpose and function of AfL and SRL and their relationship. Therefore, this study clarifies how AfL can contribute to SRL by focusing on students’ conceptions of assessment (SCoA) that are acquired and used in various learning contexts. The literature review of SCoA identified four paths for AfL to contribute to SRL: unpacking the ecological rationality of assessment, capturing assessment conceptions at the well-rounded development and community levels, clarifying challenges and differences in assessment conceptions, and strengthening AfL as a process theory. This paper argues for a focus on whether students are able to reconstruct assessment conceptions emergently in the community to exercise life-time evaluative judgment capability.
Nishizuka, K. (2022). How Can Assessment for Learning be Useful for Self-regulated Learning?: Four Approaches to Change of Assessment Conceptions from Individualistic to Contextualistic. Pedagogy and the Human Sciences, 8 (1). Retrieved from https://scholarworks.merrimack.edu/phs/vol8/iss1/2