Current conceptions of assessment describe interactive, reciprocal processes of co-regulation of learning from multiple sources, including students, their teachers and peers, and technological tools. In this systematic review, we examine the research literature for support for the view of classroom assessment as a mechanism of the co-regulation of learning and motivation. Using an expanded framework of self-regulated learning to categorize 94 studies, we observe that there is support for most but not all elements of the framework but little research that represents the reciprocal nature of co-regulation. We highlight studies that enable students and teachers to use assessment to scaffold co-regulation. Concluding that the contemporary perspective on assessment as the co-regulation of learning is a useful development, we consider future directions for research that can address the limitations of the collection reviewed.
Infant-directed speech (IDS) produced in laboratory settings contains acoustic cues, such as pauses, pitch changes, and vowel-lengthening that could facilitate breaking speech into smaller units, such as syntactically well-formed utterances, and the noun- and verb-phrases within them. It is unclear whether these cues are present in speech produced in more natural contexts outside the lab. We captured LENA recordings of caregiver speech to 12-month-old infants in daylong interactions (N = 49) to address this question. We found that the final positions of syntactically well-formed utterances contained greater vowel lengthening and pitch changes, and were followed by longer pauses, relative to non-final positions. However, we found no evidence that these cues were present at utterance-internal phrase boundaries. Results suggest that acoustic cues marking the boundaries of well-formed utterances are salient in everyday speech to infants and highlight the importance of characterizing IDS in a large sample of naturally-produced speech to infants.
The Diagnostic Assessment and Achievement of College Skills (DAACS) is an open-source diagnostic assessment tool that measures students' college readiness and is designed to promote success through feedback and resources. Evidence for the validity and reliability of the four DAACS assessments (reading, writing, mathematics, and self-regulated learning) have been addressed, which further supports the use of DAACS with our targeted population. Empirical studies have shown that the DAACS improves the prediction accuracy of students' performance, which allows DAACS to be used to identify at-risk students. Students who use DAACS feedback and resources are more successful than those who do not. Various behavioral nudges were sent to students as reminders to complete and use the DAACS, which resulted in a significant increase in the use of feedback and resources. DAACS is not just a tool but a system that facilitates the self and co-regulation of learning. Since the DACCS is now being implemented in new settings and contexts, further validation will be needed. The future of DAACS will involve expansion from use at the institutional level to the instructor level, where DAACS could be maximized to support students' SRL development and academic achievement.
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