Going Beyond Test-Taking Strategies: Building Self-Regulated Students and Teachers

Stephanie G. Davis, Erika Swarts Gray


Since the inception of No Child Left Behind (NCLB), standardized tests have been on the minds of students, parents, and educators, who are consistently concerned with how to increase test scores. In this article, the authors suggest that it is time to look beyond tests to enable willing, focused, and persistent - that is self-regulated - students and teachers. Self-regulated students and teachers take control of their learning, set goals, monitor progress, reflect on outcomes, are intrinsically motivated to learn, and demonstrate higher levels of achievement (Harter, 1996; Markman, 1979; Mason, Snyder, Sukhram, & Kedem, 2006; Perry, Nordby, & VandeKamp, 2003; Zimmerman, 2000, 2002). Supporting such self-regulation not only promotes more independent, competent, and motivated students and teachers, but is also likely to raise test scores (Paris & Paris, 2001). The authors suggest specific strategies for, and benefits of, the development of self-regulation in both students and teachers.


Self-Regulation; Reading Comprehension, High Stakes Testing

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DOI: https://doi.org/10.3776/joci.2007.v1n1p31-47


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