How does assessment build student self-regulation in learning? insights from the literature review (2010–2024)

Abstract The role of assessment in developing students’ self-regulation is well-documented in the literature, but the knowledge base remains fragmented. We synthesised research on the role of assessment in developing students’ self-regulated learning (SRL) from 2010 to 2024, addressing variables, key evidence, and barriers related to assessment and SRL. A comprehensive search across three databases yielded 562 articles, with 32 selected for detailed analysis following the PRISMA guidelines and a three-stage thematic synthesis process. Findings underscored the pivotal role of assessment in fostering SRL among students. Key findings highlight the importance of high-quality feedback, student-centred learning and assessment practices, and the integration of technology-enhanced assessments in promoting SRL. However, several barriers, such as negative teacher feedback practices and insufficient students’ self-assessment skills, must be addressed to fully realise the potential of assessment in supporting SRL. The review contributes significantly to the existing literature by providing a comprehensive synthesis of effective assessment practices and identifying areas for future research. These insights have important implications for both theory and practice, suggesting actionable steps for educators and policymakers to enhance assessment practices and support the development of SRL skills in diverse educational contexts.