Understanding the Role of Assessment in Supporting Self-Regulated Learning: A Qualitative Exploration

Abstract

Self-regulated learning (SRL) is a pivotal component of academic success, and assessment practices can significantly influence students’ capacity to plan, monitor, and evaluate their learning. This study explores how formative assessment practices foster SRL among high school students. Using qualitative interviews with 24 teachers across humanities and sciences, the study identifies key strategies and perceptions related to assessment’s regulatory function. The findings reveal five core practices promoting SRL: goal clarification, process-oriented feedback, self-assessment routines, reflective questioning, and metacognitive prompts. Teachers noted that embedding these strategies within regular assessment cycles helped students develop ownership over their learning. However, time constraints and curriculum pressures were reported as barriers to sustained implementation. The study offers practical implications for designing assessments that explicitly support the development of SRL competencies.