OUCEA Annual Lecture 2019; Using Formative Assessment to Catalyze Self-Regulated Learning


The video of the lecture is now available here.

We are excited to welcome Professor Nancy Perry as our guest speaker for this years Annual Lecture hosted by OUCEA. Nancy is the Dorothy Lam Chair in Special Education and Professor of Educational and Counselling Psychology and Special Education at the University of British Columbia (UBC), Canada.

Nancy Perry

OUCEA Director Therese N. Hopfenbeck will give a response before opening up for a Q&A session with the audience.

Therese N. Hopfenbeck

When: Thursday 6th June, 17:30 pm

Where: Ashmolean Museum, Oxford

Registration: Registration is free and open to all. Please click here to book your ticket.

The lecture will be followed by a drinks reception served in the Mallett Gallery.


Self-regulated learning (SRL) describes proactive and productive approaches to learning that enable learners to respond flexibly and adaptively to wide ranging environmental demands to meet personal and social learning goals. Efforts to support students’ SRL pair well with 21st-century learning goals and assessment for learning (AfL) goals. In 1988, Terrance J. Crooks emphasized how classroom assessment practices guide students’ judgements about what is important to learn. Importantly, he stressed how skills and attitudes educators commonly value can be undermined when instruction and assessment practices aren’t consistent. Therefore, our efforts to support teachers to help their students develop as self-regulating learners focus on assessments for self-regulated learning (AfSRL). In this talk, I describe research that both advances knowledge and improves practice concerning SRL. Specifically, I describe collaborations with primary school teachers to design and implement curriculum-linked, formative assessments that prompt and assess children’s use of SRL processes. Particular attention is given to the nature of the teacher-researcher collaborations (i.e., using participatory research methodologies) and how they advance researchers’ and teachers’ understandings about SRL and how to support it. Examples from our project illuminate what assessments can reveal about students’ SRL and how assessments can catalyze teaching and learning toward this essential 21st-century learning goal.