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

Kelly Meusen-Beekman*, Desirée Joosten-ten Brinke, Els Boshuizen

*Corresponding author for this work

    Research output: Contribution to journalArticleAcademicpeer-review

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    Fostering self-regulated learning (SRL) has become increasingly importantat various educational levels. Most studies on SRL have been conducted in higher education. The present literature study aims toward understanding self-regulationprocesses of students in primary and secondary education. We explored the development of young students’ self-regulation from a theoretical perspective. In addition, effective characteristics for an intervention to develop young students’ self-regulation were examined, as well as the possibilities of implementing formative assessments in primary education to develop self-regulation. The results show that SRL can be supported in both primary and secondary education. However, at both school levels, differences were found, regarding the theoretical background of the training and the type of instructed strategy. Studies so far suggest avenues toward formative assessment, which seems to be a unifying theory of instruction that improves the learning process by developing self-regulation among students. But gaps in knowledge about the impact of formative assessments on the developmentof SRL strategies among primary school students require further exploration.
    Original languageEnglish
    Article number1071233
    Pages (from-to)1-16
    Number of pages16
    JournalCogent Education
    Issue number1
    Publication statusPublished - 3 Aug 2015


    • self-regulated learning
    • self-regulation
    • formative assessment
    • primary education
    • secondary education


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