Group 1

Formative assessment and self-

regulated learning:
How formative assessment supports students'
self-regulation in English language learning
 Aisya Hisyam Nur Fajar
Fitriyah
Salsabilla Harsqy Abdillah R.

Our Team
 What we'll discuss

1. The definition based on expert

2. Role of formative assessment

3. Research methodology

4. Discussion and conclusion

 Topic 1
The definition
based on expert
 Explanation
Black & Wiliam, 2009
Developing students' self-regulation skills is of great
importance in education, as a key aim of education is to
help them develop the capacity to guide and improve their
own learning
Seker, 2015
Self-regulation is such a core capability of lifelong learners.
Self-regulated learners are able to define their goals of
learning and pursue actions of knowledge construction on their
own initiative
Lam, 2015; Tseng, Chang, & Cheng, 2015
Self-regulation studies in related to English language
learning reveal that selfregulation can be conceived as a
group of iterative processes. In such a process students
can identify their own learning goals, experiment on their
learning strategies to achieve personal learning goals,
self-evaluate learning progress, and elicit help and
feedback to improve performance
 Topic 2
Role of formative
assessment in supporting
self-regulated learning in
English language learning

 The framework encompasses two

integrated key themes:

(a) the employment of formative assessment in helping

students enhance their capability for self-regulating
English language learning and

(b) the incorporation of feedback at different levels

into classroom formative assessment to support self-
regulated learning.
1. Defining formative assessment
2. Defining academic self-
regulation
3. Interplay between formative
assessment and self-regulation
 Topic 3
Research
methodology
 Research Methodology
Context of the study Participants

Data collection Data Analysis

 Topic 4

discussion
 Participant in the current study adopted adaptive manners of
engaging in the formative assessment activities, which reflected the
characteristics of self-regulated learners (Boekaerts & Corno, 2005).

Such characteristics included:

(a) understanding and setting learning goals (e.g., identifying the standards of
essays and using the standards as goals),
(b) adopting strategies to achieve goals (e.g., working out strategies to manage
the oral presentations),
(c) managing resources (e.g.seeking different resources to set up quiz questions),
(d) extending efforts (e.g., writing up a new essays after digesting
feedback)
(e) responding to feedback (e.g., developing a new essay after digesting the
teacher's feedback)
(f) producing products (e.g., improved oral presentations and essays, student-
generated quizzes)
 Conclusion
The current study supports that formative assessment
can be oriented to fostering student capability of
self-regulation by assisting them to play an active
role in learning, for example, through setting learning
goals, evaluating their performance against learning
goals, and taking further action for improvements.
The limitation of the current study lies in that we did
not gather direct evidence on the changes in
participants' academic learning results and self-
regulation skills before and after their classroom
assessment activities. Further studies may investigate
whether student academic learning results and self-
regulation skills (Boekaerts & Corno, 2005) can be
improved as result of engaging in classroom
formative assessment activities and/or receiving
feedback at the process and self-regulation levels.

References
Formative assessment and self-
regulated learning: How
formative assessment supports
students' self-regulation in
English language learning.
By : Yangyu Xiao, Min Yang
Thank You
for listening!