Difference between revisions of "Heritage2016b"
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|Title=Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction | |Title=Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction | ||
|Editor(s)=Dany Laveault; Linda Allal | |Editor(s)=Dany Laveault; Linda Allal | ||
| − | |Tag(s)=EMCA; Education; Students; Assessments; | + | |Tag(s)=EMCA; Education; Students; Assessments; |
|Key=Heritage2016b | |Key=Heritage2016b | ||
| + | |Publisher=Springer | ||
|Year=2016 | |Year=2016 | ||
| + | |Language=English | ||
| + | |Address=Cham | ||
|Booktitle=Assessment for Learning: Meeting the Challenge of Implementation | |Booktitle=Assessment for Learning: Meeting the Challenge of Implementation | ||
| − | |Pages= | + | |Pages=327–343 |
|URL=https://link.springer.com/chapter/10.1007/978-3-319-39211-0_19 | |URL=https://link.springer.com/chapter/10.1007/978-3-319-39211-0_19 | ||
|DOI=10.1007/978-3-319-39211-0_19 | |DOI=10.1007/978-3-319-39211-0_19 | ||
|Abstract=Assessment for learning (AfL) conceptualizes assessment as integral to teaching and learning. Interaction is considered a primary source of evidence in AfL. This chapter examines sequences of one-on-one teacher–student interaction from transcribed classroom videos as instances of co-regulation. Co-regulation refers to the joint influence of student self-regulation, and of regulation from other sources, including teachers, on student learning. The notion of learning as co-regulation also accords with the perspective of situated cognition in which learners actively construct knowledge with others. Challenges to the implementation of interaction in AfL and the implications for co-regulated learning are discussed, as well as ways in which teacher practice in this area could be supported. | |Abstract=Assessment for learning (AfL) conceptualizes assessment as integral to teaching and learning. Interaction is considered a primary source of evidence in AfL. This chapter examines sequences of one-on-one teacher–student interaction from transcribed classroom videos as instances of co-regulation. Co-regulation refers to the joint influence of student self-regulation, and of regulation from other sources, including teachers, on student learning. The notion of learning as co-regulation also accords with the perspective of situated cognition in which learners actively construct knowledge with others. Challenges to the implementation of interaction in AfL and the implications for co-regulated learning are discussed, as well as ways in which teacher practice in this area could be supported. | ||
| − | |||
}} | }} | ||
Latest revision as of 00:21, 27 December 2019
| Heritage2016b | |
|---|---|
| BibType | INCOLLECTION |
| Key | Heritage2016b |
| Author(s) | Margaret Heritage |
| Title | Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction |
| Editor(s) | Dany Laveault, Linda Allal |
| Tag(s) | EMCA, Education, Students, Assessments |
| Publisher | Springer |
| Year | 2016 |
| Language | English |
| City | Cham |
| Month | |
| Journal | |
| Volume | |
| Number | |
| Pages | 327–343 |
| URL | Link |
| DOI | 10.1007/978-3-319-39211-0_19 |
| ISBN | |
| Organization | |
| Institution | |
| School | |
| Type | |
| Edition | |
| Series | |
| Howpublished | |
| Book title | Assessment for Learning: Meeting the Challenge of Implementation |
| Chapter | |
Abstract
Assessment for learning (AfL) conceptualizes assessment as integral to teaching and learning. Interaction is considered a primary source of evidence in AfL. This chapter examines sequences of one-on-one teacher–student interaction from transcribed classroom videos as instances of co-regulation. Co-regulation refers to the joint influence of student self-regulation, and of regulation from other sources, including teachers, on student learning. The notion of learning as co-regulation also accords with the perspective of situated cognition in which learners actively construct knowledge with others. Challenges to the implementation of interaction in AfL and the implications for co-regulated learning are discussed, as well as ways in which teacher practice in this area could be supported.
Notes
