What Teachers Know and Do About Assessing Students’ Self-Regulated Learning

To foster their students’ self-regulated learning (SRL), teachers’ lesson goals should include
not only SRL teaching but also assessment of students’ SRL behaviors/processes to verify
whether teachers achieved their goals. This article presents a study that sought to examine
teachers’ knowledge about SRL assessment, actual assessment of SRL in their classrooms, and
the predictive value of teachers’ knowledge on their behavior. High school teachers in Israel
(N = 236) completed self-report questionnaires on knowledge and behavior for implementing
SRL assessment in their classrooms. Results indicated that teachers knew more about offline
assessment of SRL aptitude than about online or offline assessments of SRL events. Not all
SRL assessment methods were well known to all teachers. Furthermore, teachers’ knowledge
differed from their self-reported behavior in assessing their students’ SRL. Findings indicated
how teacher education could support teachers to learn how to assess SRL effectively, in line
with clear recommendations in the empirical literature regarding the value of assessment
alongside curriculum and pedagogy.