The relation between Assessment for Learning and elementary students’ cognitive and metacognitive strategy use

Diana Baas, Jos Castelijns, Marjan Vermeulen, Rob Martens, Mien Segers

    Research output: Contribution to journalArticlepeer-review

    Abstract

    Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students’ strategy use is scarce. This study investigates the relation between AfL and elementary school students’ use of cognitive and metacognitive strategies.
    Original languageEnglish
    Pages (from-to)33-46
    Number of pages14
    JournalBritish Journal of Educational Psychology
    Volume85
    Issue number1
    Early online date27 Oct 2014
    DOIs
    Publication statusPublished - Mar 2015

    Keywords

    • assessment for learning
    • elementary students
    • cognitive strategies
    • metacognitive strategies

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