Formative Assessment Practices and Students' Self-Regulation and Social-Emotional Development: An Interpretive Phenomenological Study with Historical Analysis
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This study explores how elementary school teachers and students experience formative assessment practices in relation to self-regulation and social-emotional development, situated within the historically shaped assessment culture of Indonesian primary education. Using a qualitative approach, this study employed an interpretive phenomenological design complemented by historical document analysis. Data were collected through semi-structured interviews with 8 classroom teachers and 12 students in grades IV and V, non-participant classroom observations across 20 learning sessions (10 sessions in each of two primary schools), and documentation of learning artifacts and curriculum policy documents. Interview and observational data were analyzed using hybrid inductive–deductive thematic analysis, while policy documents were analyzed through historical method stages. The findings reveal four main themes: (1) feedback as a mirror of learning, (2) self-assessment as a builder of autonomy, (3) social interaction in the assessment process, and (4) structural and cultural challenges. The findings suggest that formative assessment practices were perceived to support students' self-regulatory capacities and social-emotional competencies, particularly when feedback was process-oriented and when peer interaction was structured. However, implementation was constrained by curriculum density, time limitations, and an examination-oriented assessment culture that participants' experiences may reflect within a longer historical continuity. This research extends the application of Self-Regulated Learning and Self-Determination Theory by illustrating how the assessment process may function as a context for developing social-emotional skills in upper-primary classrooms. Practical implications include the need for differentiated assessment literacy programs and context-sensitive policy adaptation.
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