Guest Editors: Christian Brandmo, Ernesto Panadero and Therese N. Hopfenbeck
Over the past few decades, educational research has made considerable progress in describing activities that promote more effective student learning. Two fields of research that have made significant contributions to this progress have been educational assessment and self-regulated learning. However, few researchers have tried to combine theories from these two fields of research or have grounded their empirical work in both camps. Despite this lack of research, the combination of these two fields holds significant potential to help us understand how to better tailor instructional practices.
The aim of this special issue is to bridge the fields of educational assessment and self-regulated learning. Thus, we welcome either theoretical or empirical work that can inform both fields and shed new light on how activities and processes in assessment and self-regulated learning may be related and influence one another.
Possible topic areas include (but are not limited to):
- Assessment practices that support the development of Self Regulated Learners
- Assessment for Learning and Self Regulation
Please submit a proposal of no more than 500 words (references can be in addition to this) to our ScholarOne Manuscripts site. Authors will be notified once the proposal is processed. Any enquiries regarding the special issue can be sent to firstname.lastname@example.org.
The proposal should include:
- Title of the article
- Author name(s), affiliation(s), and contact information
- A summary of the article, highlighting novel features
- An explanation of the article’s contribution
Successful authors will be invited to submit full papers for peer review, following normal procedures. The following timeline is anticipated:
- Proposal submission deadline: 30 April 2018
- Invitation to submit for peer review: 30 June 2018
- Full manuscript submission deadline: 31 December 2018
- Anticipated publication date: 2019