Butler, D. L., & Winne, P. H. (1995). Feedback and self-regulated learning: A theoretical synthesis. Review of Educational Research, 65, 245- 281.
Butler and Winne explain how feedback is a key process in students’ self-regulated learning (SRL) and provide a review of research on feedback and student learning. The authors present a model of SRL and then use that model to analyze cognitive functions used in self-regulation. Butler and Winne use the model to interpret and integrate findings from various fields of research and to examine research exploring how feedback affects cognitive engagement and how types of engagement are related to achievement. The authors conclude by discussing the need to integrate research examining feedback and research examining SRL in future work.
Action for Learning, Formative Assessment, Professional Expertise