Magdalena M. C. Mok

With the rapid changes in society, self-regulated learning (SRL) is an indispensable skill for succeeding in life, work, and citizenship on the 21st century (Dede, 2010). Local and overseas research show that SRL ability is associated with academic achievement (Cleary et al., 2021; Dignath & Büttner, 2008; Kistner et al., 2010; Kizilcec et al., 2017; Kuo, 2018; 2019; 2020; Schmitz & Perels, 2011; Perry & Winne, 2006; Zheng, 2016). Accurate measurement of SRL is essential for educators to formulate appropriate strategies for the promotion and facilitation of SRL skills among learners. Panadero et al. (2016) observed that approaches to measuring SRL capacities changed along with advancements in the conception of SRL and that we were in the third wave of measurement whereby measurement needed to not only assess but also to promote SRL skills. Using a quasi-experiment, the current study explores effectiveness of the Cross-grade Diagnosis (縱貫測驗) in the Taiwan Adaptive Learning Platform (TALP, 因材網) in measuring and promoting SRL amongst primary students needing remedial instruction. Results of this study will inform educators on the effectiveness of Cross-grade Diagnosis as against conventional testing methods in facilitating students’ self-regulated learning and academic achievement. For educational software developers, the study will illuminate characteristics of enabling features in the design of technology-assisted learning systems that can give best support for students.