ABSTRACT
The thesis of this chapter is that college- and career-ready students must be active agents in their own learning. Skills related to student agency are developed in assessment contexts, specifically through formative assessment practices, modeled at first in teacher-student interactions, and subsequently applied by students themselves in self-regulation and peer-to-peer feedback (Clark, 2012; Cowie, 2012). Agentive self-regulation is developed in classrooms where the skill is valued by teachers, time is set aside for its development, and a classroom culture is created that forwards its emergence (Paris & Paris, 2001).
