Critics argue that theoretical frameworks for assessment for learning (AfL) and self-regulated learning (SRL) are sociocultural practices reliant on others/mediating artifacts than on individual psychological operations. However, if the broader context of learning is neglected, the developmental model for fostering evaluative judgment cannot cope well with the contextual complexity of the formal and informal aspects of learning. How students perceive assessment is strongly related to their learning outcomes as it represents how much they harbor a spirit of improvement, social stress, and cooperative efficacy. Focusing on the assessment conceptions can help us reconsider the purpose and function of AfL and SRL and their relationship. Therefore, this study clarifies how AfL can contribute to SRL by focusing on students’ conceptions of assessment (SCoA) that are acquired and used in various learning contexts. The literature review of SCoA identified four paths for AfL to contribute to SRL: unpacking the ecological rationality of assessment, capturing assessment conceptions at the well-rounded development and community levels, clarifying challenges and differences in assessment conceptions, and strengthening AfL as a process theory. This paper argues for a focus on whether students are able to reconstruct assessment conceptions emergently in the community to exercise life-time evaluative judgment capability.

In recent years, educators have been crying out for an effective and practical theory of assessment to improve teaching and learning, i.e., formative assessment. Such assessment has been criticized, however, for its fragile theoretical foundation and limited applicability to practice, both of which arise from the failure to incorporate socio-cultural perspectives when constructing theory. This study, therefore, proposes a new theoretical framework for socio-cultural formative assessment, based on a discussion of John Dewey’s theory of valuation. An explanatory model was thus obtained in which feedback as a practical judgment is generated by teachers living in a particular community. These teachers make factual and value judgments informed by their observations and create ends-in-view while exercising emotions (desire, interest, and effort). Formative assessment, which can be treated as a process of practical judgment, is a cultural practice of a specific community with the potential to qualitatively change the entire school education system. This can be achieved by relativizing educational values, bridging gaps between educational activities and ends-in-view for the transformation of both the individual and the group.

A central concern for educational researchers and practitioners regarding formative assessment in Japan is its practice within less predictable educational settings. The scattered research findings on the subject have not allowed for policy formulation and analysis of specific trends from an international perspective. This research builds on Bennett’s (2011) critical discussion and aims to create a descriptive review of prior research findings in Japan. Following Bennett’s expanded 15 viewpoints, the present qualitative analysis revealed the following three findings: (1) self-questioning perspectives should be applied to the relevant theories; (2) a consideration of the interconnection between classrooms, schools, and policies to develop assessment systems, including the relation of assessment for formative and summative purposes, is required; and (3) it is necessary to acquire additional sociocultural contexts to sensitively debate student agencies, evaluate formative assessments within a shared community of practice, and contribute to its practical application.

To enhance the effectiveness of formative assessment and self-regulated learning, this study focused on evaluative judgement. A process for developing evaluative judgement and co-regulation had proposed. However, this co-regulation and evaluative judgement model lacks validation for use in classroom settings; the process of developing evaluative judgement remains unclear. Thus, this study aims to examine the processes of co-regulation and development of evaluative judgement by applying the co-regulation and evaluative judgement model in a Japanese elementary school. We confirmed that evaluative judgements are shared with students through co-regulation and that both evaluative judgements and learning outcomes are enhanced. The results support the co-regulation and evaluative judgement model and partially reveal the process of the development of evaluative judgement. Evaluative judgements are expected to expand the effectiveness of formative assessment and self-regulation.

The sudden appearance of COVID-19 is becoming a driving force for change in the global learning environment. The challenge of this crisis has already been heightened in Japan since the Great East Japan Earthquake of 2011, when the country was hit by the triple disaster of earthquake, tsunami and nuclear power plant accident, and a runaway object of COVID-19 and the earthquake require a synchronic transformation of the two through the simultaneous interaction of individuals and society. In this context, 21st century skills need to be exercised and trained. At this time, systems thinking, which breaks the negative chain of connections by looking at the big picture of a phenomenon and changing the mindset to do so, has been expected to be an innovative pedagogy. However, since thinking and performance are highly socio-cultural practices prior to domain specificity, this concept must be formulated in a way that is linked to culture. The integral consideration of thinking and culture is one of the issues that are essential to the proper execution of pedagogy, but are not discussed in detail in the current 21st century skills. Therefore, the purpose of this study is "How can systems thinking as a socio-cultural practice be explained and observed in practice?". First, the socio-cultural tendencies of systems thinking are theoretically examined from the perspective of the unique Japanese value system called "kankei (the Japanese word for inter-relationships)". The first author has prepared the figure of the doors of 20 (omitted in this abstract) by combining abstract jargon of pedagogical concepts, not just lectures in pedagogy textbooks, but project work towards deep learning. Kankei is centrally located as a world views. in Japanese culture, on the doors of 20 such as curiosity (individual development and characteristics) and innovation (social process and structure). Curiosity are therefore founded upon the value attached to kankei and the fundamental concept of ‘good living’. In Japan, social and learning interactions are considered ‘successful’ when they can be described as equitable, reciprocal, harmonious, stable and balanced. The emphasis on the quality of relationships promotes effective interaction, revealing the recondite knowledge of learners to their teacher, and to each other (Arimoto & Clark 2018). These themes are pervasive in Japanese culture, naturally consistent with a persistent emphasis on equitable social- relationships (kankei) and holistic inter-connectedness (tsunagari). It is Japanese tradition that the sustainability of one's life, the perceived quality of one's existence as a 'connected being' are states of tsunagari. Such overarching philosophy impacts. not only classroom assessment (becoming more interactive/ verbal), but also how its application might transform the focus of curriculum design. As such, young people should learn in environments founded upon carefully realised theories that go beyond the maintenance of a 'common' social connection (kankei). Kankei is, therefore, the traditional belief, or "background theory", that creates a 'spectrum of legitimacy'; sanctioning social-interactions to the extent that they are equitable, mutual, reciprocal, inter- subjective, or harmonious, stable and balanced. The Japanese classroom, as a microcosm of wider social life, is fully engaged with interactions that preserve kankei, assuring group connection and consensus (Clark, Nae & Arimoto 2020). Next, the authors will elucidate the outcomes and possibilities of socio-cultural systems thinking practices, using examples from the author's own educational experiences at high schools and universities. Finally, the author will point out the challenges of integrating context-dependent systems thinking, which is the impetus for a sustainable society, into educational design, and the issues to be considered in the future.

Sustainable organizations are needed for sustainable societies. This study takes particular note of a student-centered practice focused on long-term reconstruction activities after the Great East Japan Earthquake (GEJE) and reveals its developmental processes and internal structure. Kizuki (with-it-ness) was the driving impetus for the sustainable organization, in which each staff member constructed, respected, and shaped their kizuki to take deliberate action. In using the theory of a learning organization, it was possible to improve dynamically and explain holistically the team performance, from which a practical model was developed that could enhance the quality of disaster volunteering and assist in the understanding of transformative processes involved in these types of activity systems.