PhD project Previous research has shown that substantial learning gains are possible when formative assessment and support for students’ development of self-regulated learning skills are implemented in classroom practice.
Such implementation is not straightforward and there is a need for both further understanding of the knowledge and skills teachers require to practice formative assessment, and further insights into how different characteristics of ordinary teaching practices support students’ in becoming proficient self-regulated learners. This doctoral thesis includes a licentiate thesis and two articles.
