The relation between Assessment for Learning and student's cognitive and metacognitive strategy use: A Multilevel Model approach

This study aimed to investigate the relationship between assessment for learning and self-regulated learning at the levels of student, class and school. The research method is descriptive-correlation. In this study, 888 high school students in the course year 2015-2016 Hamadan cluster sampling method were selected from among 26956 people. The tools used to data collection were consisted of, demographic information questionnaires, Student Assessment for learning (SAfL) and self-regulated learning questionnaire (CP-SRL). In order to analysis of data from descriptive statistic and multilevel models were used. Results showed a significant positive relationship between assessment for learning and self-regulated learning, that this relationship is influenced by the class level and the school level has no effect on the strength of this relationship. The results of this study emphasize the importance of assessing the students learning to delegate responsibilities. Evaluation can be a powerful tool for promoting usage students from cognitive and metacognitive strategies.