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Self-regulated learning (SRL) refers to how learners adapt their learning processes to achieve academic goals. SRL is a complex construct that includes cognitive, metacognitive, and affective components. Research has consistently demonstrated a positive association between SRL and academic achievement. Current models of SRL show the cognitive and motivational processes required for effective SRL: how SRL develops, how SRL has been measured, and how assessment for learning can improve students’ SRL. This research has implications for teaching and assessment, in K–12 school and higher education contexts, including potential barriers for teachers and learners. Further research is required to develop and validate measures of SRL, establish that the effects of SRL are independent of other factors, examine longitudinal relationships, and test the long-term effects and generalizability of instruction in SRL. Just as learners need to change their thinking about learning to become effective SRL students, educators need to change their thinking and practices to become more effective teachers and assessors of SRL.

Recently, Shulha, Whitmore, Cousins, Gilbert, and al Hudib (2015) proposed a set of evidence-based principles to guide collaboration. Our research undertakes a case study approach to explore these principles in a developmental evaluation context. Data were collected at two points in an 18-month period where an evaluation group collaborated with the program team from a national organization. This article explores the contributions of selected collaborative approaches to evaluation principles as they are applied in a developmental evaluation. The article concludes with a reflection on the implications for collaboration in theory and practice of developmental contexts. Also identified are the practical insights for implementing the principles in evaluation practice. Recemment, Shulha, Whitmore, Cousins, Gilbert et al Hudib (2015) ont propose un ensemble de principes pour guider les pratiques collaboratives. Par une etude de cas nous explorons ces principes dans un contexte d’evaluation developpementale. Des donnees ont ete recueillies a deux moments au cours d’une periode de 18 mois, lors d’une collaboration entre un groupe d’evaluateurs et l’equipe d’un programme d’une organisation nationale. L’article explore les contributions de certaines approches collaboratives au respect de ces principes dans le cadre de l’evaluation developpementale. L’article propose une reflexion sur les implications theoriques et pratiques de la collaboration dans ces contextes. Nous identifions egalement des moyens pour implanter ces principes dans la pratique evaluative.

Background Postgraduate medical education programs would benefit from a robust process for training and assessment of competence in resuscitation early in residency. Objective To describe and evaluate the Nightmares Course, a novel, competency-based, transitional curriculum and assessment program in resuscitation medicine at Queen's University in Kingston, Ontario, Canada. Methods First-year residents participated in the longitudinal Nightmares Course at Queen's University during the 2015–2016 academic year. An expert working group developed the entrustable professional activity and curricular design for the course. Formative feedback was provided following each simulation-based session, and we employed a summative objective structured clinical examination (OSCE) utilizing a modified Queen's Simulation Assessment Tool. A generalizability study and resident surveys were performed to evaluate the course and assessment process. Results A total of 40 residents participated in the course, and 23 (58%) participated in the OSCE. Eight of 23 (35%) did not meet the predetermined competency threshold and required remediation. The OSCE demonstrated an acceptable phi coefficient of 0.73. The approximate costs were $240 per Nightmares session, $10,560 for the entire 44-session curriculum, and $3,900 for the summative OSCE. Conclusions The Nightmares Course demonstrated feasibility and acceptability, and is applicable to a broad array of postgraduate medical education programs. The entrustment-based assessment detected several residents not meeting a minimum competency threshold, and directed them to additional training.