Assessment for Learning: Co-Regulation in and as Student–Teacher Interaction

Abstract

Assessment for learning (AfL) conceptualizes assessment as integral to teaching and learning. Interaction is considered a primary source of evidence in AfL. This chapter examines sequences of one-on-one teacher–student interaction from transcribed classroom videos as instances of co-regulation. Co-regulation refers to the joint influence of student self-regulation, and of regulation from other sources, including teachers, on student learning. The notion of learning as co-regulation also accords with the perspective of situated cognition in which learners actively construct knowledge with others. Challenges to the implementation of interaction in AfL and the implications for co-regulated learning are discussed, as well as ways in which teacher practice in this area could be supported.