Hi Marilena,

Self-regulated learning (SRL) is a growing theoretical field. Nevertheless, assessing SRL processes is still an on-going debate. Those assessing tools are classically divided in two major approaches: offline and online measures (e.g. Winne, Perry, 2000; Zimmerman, 2008). Offline measures consist in assessing SRL processes before or after the learning activity, usually with self-report questionnaire or more rarely interviews. The two most used questionnaires are probably the Learning And Study Strategy Inventory (LASSI; Weinstein, Schulte & Palmer, 1987) and the Motivated Strategy for Learning Questionnaire (MSQL; Pintrich, Smith, Garcia, McKeachie, 1993)However, despite the numerous studies which use them, their reliability to assess SRL processes are today regularly questioned. Indeed, they seem to be poor predictor of future learning outcomes (Veenman, 2011; Greene et al, 2013). Empirical evidences have shown that students are, in average, bad estimators of both their behavior and cognitive activity (e.g. Veenman, 2006, Winne, Jamesion-Noel, 2002; Winne, 2006). Taking these facts into consideration, more and more claims are made to complete those offline measures by online measures; in other words, measures that capture SRL processes when they occur (e.g. Greene et al, 2010; Greene et al, 2013; Veenman, 2013). To do so, researchers have gathered online data from multiple ways. Philip Winne and his colleagues have done a tremendous work studying and understanding log files data. You can have a look at this seminar of P.Winne who discuss this topic: https://www.youtube.com/watch?v=dBxMZoMTIU4. Concerning eye tracking measures, from what I know, less work has been done but you might want to read the chapter of Tamara van Gog, Halszka, Jarodzka (2013) for more information on measuring SRL process with eye tracking. Finally, a substantial literature concerning think aloud protocol has emerged in particular at the instigation of Roger Azevedo’s work. For the past decades, researchers like Roger Azevedo, Jeffrey Greene or Daniel Moos (among others) have investigated SRL processes through TAP thus contributing significantly to the understanding of SRL processes deployment and how these processes mediate learning outcome.

I hope this short summary answers your question in the best way. You will find more precise answers by reading the different papers that I’ve quoted above. Please, find below the references.

Azevedo, R., & Cromley, J. G. (2004). Does Training on Self-Regulated Learning Facilitate Students’ Learning With Hypermedia? Journal of Educational Psychology, 96(3), 523–535. doi:10.1037/0022-0663.96.3.523

Greene, J. A., Costa, L.-J., & Dellinger, K. (2011). Analysis of self-regulated learning processing using statistical models for count data. Metacognition and Learning, 6(3), 275–301. doi:10.1007/s11409-011-9078-4

Greene, J. A., Dellinger, K. R., Tüysüzoğlu, B. B., & Costa, L.-J. (2013). A Two-Tiered Approach to Analyzing Self-Regulated Learning Data to Inform the Design of Hypermedia Learning Environments. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 117–128). Springer New York.

Moos, D. C., & Azevedo, R. (2008). Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds. Computers in Human Behavior, 24(4), 1686–1706. doi:10.1016/j.chb.2007.07.001

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and

predictive validity of the motivated strategies for learning questionnaire (MLSQ).

Educational and Psychological Measurement, 53, 801–813.

Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. Mayer & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 197–218). New York: Routledge.

Veenman, M. V. J., Elshout, J. J., & Groen, M. G. M. (1993). Thinking aloud: does it affect regulatory processes in learning. Tijdschrift voor Onderwijsresearch, 18, 322–330.

Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3–14.

Weinstein, C. E., Schulte, A. C., & Palmer, D. R. (1987). LASSI: Learning and Study

Strategies Inventory. Clearwater, FL: H. & H.

Winne, P. H., & Jamieson-Noel, D. (2002). Exploring students’ calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology, 27, 551–572.

Winne, P. H., Nesbit, J. C., Kumar, V., Hadwin, A. F., Lajoie, S. P., Azevedo, R., et al.

(2006). Supporting self-regulated learning with gStudy software: The learning kit

project. Technology, Instruction, Cognition and Learning, 3, 105–113.

Winne, P. H., & Perry, N. E. (2000). Measuring Self-Regulated Learning. In Handbook of self-regulation (pp. 531–567).

Zimmerman, B. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.

This answer applies to teachers' self regulated learning tools. My apologies if it is too off topic. TPACK Ifirst link)  is a powerful tool for instructors to assess their own knowledge. , There is a questionnaire that you can use from free of charge at the second link.

http://www.tpack.org/

http://www.google.ca/url?sa=t&rct=j&q=&esrc=s&source=web&cd=1&ved=0CB0QFjAA&url=http%3A%2F%2Fmkoehler.educ.msu.edu%2Funprotected_readings%2FTPACK_Survey%2Ftpack_survey_v1point1.pdf&ei=zSTUVPSiGaTisASWw4HYCA&usg=AFQjCNGa3a6t4SFrY40mLJgl_sw7AsemYQ&sig2=76yAByzwFO6YbXtt2vdMZA&bvm=bv.85464276,d.eXY

I have used mainly questionnaires and inventories for the assessment of self-regulated learning for students (university level); MSLQ - The Motivated Strategies for Learning Questionnaire (Pintrich et al, 1991) and The  Inventory of Learning Styles (vermunt et al., 2004).

processes can help students take control of their own learning – i.e. become ... should be used to empower students as self-regulated learners. .... model and seven principles offer complementary tools that teachers might use ..... has been used as a trigger for peer discussion (e.g. 'convince your neighbour that you have the.

Hi Marilena,

Self-regulated learning (SRL) is a growing theoretical field. Nevertheless, assessing SRL processes is still an on-going debate. Those assessing tools are classically divided in two major approaches: offline and online measures (e.g. Winne, Perry, 2000; Zimmerman, 2008). Offline measures consist in assessing SRL processes before or after the learning activity, usually with self-report questionnaire or more rarely interviews. The two most used questionnaires are probably the Learning And Study Strategy Inventory (LASSI; Weinstein, Schulte & Palmer, 1987) and the Motivated Strategy for Learning Questionnaire (MSQL; Pintrich, Smith, Garcia, McKeachie, 1993)However, despite the numerous studies which use them, their reliability to assess SRL processes are today regularly questioned. Indeed, they seem to be poor predictor of future learning outcomes (Veenman, 2011; Greene et al, 2013). Empirical evidences have shown that students are, in average, bad estimators of both their behavior and cognitive activity (e.g. Veenman, 2006, Winne, Jamesion-Noel, 2002; Winne, 2006). Taking these facts into consideration, more and more claims are made to complete those offline measures by online measures; in other words, measures that capture SRL processes when they occur (e.g. Greene et al, 2010; Greene et al, 2013; Veenman, 2013). To do so, researchers have gathered online data from multiple ways. Philip Winne and his colleagues have done a tremendous work studying and understanding log files data. You can have a look at this seminar of P.Winne who discuss this topic: https://www.youtube.com/watch?v=dBxMZoMTIU4. Concerning eye tracking measures, from what I know, less work has been done but you might want to read the chapter of Tamara van Gog, Halszka, Jarodzka (2013) for more information on measuring SRL process with eye tracking. Finally, a substantial literature concerning think aloud protocol has emerged in particular at the instigation of Roger Azevedo’s work. For the past decades, researchers like Roger Azevedo, Jeffrey Greene or Daniel Moos (among others) have investigated SRL processes through TAP thus contributing significantly to the understanding of SRL processes deployment and how these processes mediate learning outcome.

I hope this short summary answers your question in the best way. You will find more precise answers by reading the different papers that I’ve quoted above. Please, find below the references.

Azevedo, R., & Cromley, J. G. (2004). Does Training on Self-Regulated Learning Facilitate Students’ Learning With Hypermedia? Journal of Educational Psychology, 96(3), 523–535. doi:10.1037/0022-0663.96.3.523

Greene, J. A., Costa, L.-J., & Dellinger, K. (2011). Analysis of self-regulated learning processing using statistical models for count data. Metacognition and Learning, 6(3), 275–301. doi:10.1007/s11409-011-9078-4

Greene, J. A., Dellinger, K. R., Tüysüzoğlu, B. B., & Costa, L.-J. (2013). A Two-Tiered Approach to Analyzing Self-Regulated Learning Data to Inform the Design of Hypermedia Learning Environments. In R. Azevedo & V. Aleven (Eds.), International Handbook of Metacognition and Learning Technologies (pp. 117–128). Springer New York.

Moos, D. C., & Azevedo, R. (2008). Monitoring, planning, and self-efficacy during learning with hypermedia: The impact of conceptual scaffolds. Computers in Human Behavior, 24(4), 1686–1706. doi:10.1016/j.chb.2007.07.001

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and

predictive validity of the motivated strategies for learning questionnaire (MLSQ).

Educational and Psychological Measurement, 53, 801–813.

Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. Mayer & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 197–218). New York: Routledge.

Veenman, M. V. J., Elshout, J. J., & Groen, M. G. M. (1993). Thinking aloud: does it affect regulatory processes in learning. Tijdschrift voor Onderwijsresearch, 18, 322–330.

Veenman, M. V. J., Van Hout-Wolters, B. H. A. M., & Afflerbach, P. (2006). Metacognition and learning: conceptual and methodological considerations. Metacognition and Learning, 1, 3–14.

Weinstein, C. E., Schulte, A. C., & Palmer, D. R. (1987). LASSI: Learning and Study

Strategies Inventory. Clearwater, FL: H. & H.

Winne, P. H., & Jamieson-Noel, D. (2002). Exploring students’ calibration of self-reports about study tactics and achievement. Contemporary Educational Psychology, 27, 551–572.

Winne, P. H., Nesbit, J. C., Kumar, V., Hadwin, A. F., Lajoie, S. P., Azevedo, R., et al.

(2006). Supporting self-regulated learning with gStudy software: The learning kit

project. Technology, Instruction, Cognition and Learning, 3, 105–113.

Winne, P. H., & Perry, N. E. (2000). Measuring Self-Regulated Learning. In Handbook of self-regulation (pp. 531–567).

Zimmerman, B. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.