This session situates classroom assessment within the theoretical framework of self-regulated learning (SRL). A wealth of empirical research shows that the way students are assessed influences both how and what they learn. When we design assessments with self-regulation in mind, student participation in the assessment process promotes their academic achievement, social skills, metacognition, and strategies for learning. The model of classroom assessment presented in this session incorporates SRL into all phases of classroom teaching, from pre-assessment to grading, and is simple to apply to ordinary practice in diverse classrooms. Conference attendees will learn about the research that supports this model, see authentic examples, explore techniques, and set goals for their own practice. 6 CTLE credits

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