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A Framework for Classroom Assessment, Learning, and Self-Regulation
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Chen, Peggy P.; Bonner, Sarah M. – Assessment in Education: Principles, Policy & Practice, 2020
We present a conceptual framework that leverages synergies between classroom assessment (CA) practices and self-regulated learning (SRL) theory to support academic growth and instruction. We articulate the processes shared by CA and SRL, drawing on a model of SRL with three phases: forethought, performance, and self-reflection. We blend this SRL…
Descriptors: Student Evaluation, Self Management, Learning Strategies, Models
Promoting Evidence-Based Practice: Models and Mechanisms from Cross-Sector Review
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Nutley, Sandra; Walter, Isabel; Davies, Huw T. O. – Research on Social Work Practice, 2009
This article draws on both a cross-sector literature review of mechanisms to promote evidence-based practice and a specific review of ways of improving research use in social care. At the heart of the article is a discussion of three models of evidence-based practice: the research-based practitioner model, the embedded research model, and the…
Descriptors: Theory Practice Relationship, Inferences, Research Utilization, Evaluation Utilization
Evaluating Value-Added Models for Teacher Accountability. Monograph
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McCaffrey, Daniel F.; Lockwood, J. R.; Koretz, Daniel M.; Hamilton, Laura S. – RAND Corporation, 2003
Value-added modeling (VAM) to estimate school and teacher effects is currently of considerable interest to researchers and policymakers. Recent reports suggest that VAM demonstrates the importance of teachers as a source of variance in student outcomes. Policymakers see VAM as a possible component of education reform through improved teacher…
Descriptors: Educational Change, Accountability, Inferences, Models