The call for more self-regulated learning in schools has become louder in the last years. Different models of self-regulated learning conceive the learning process in three phases – preparation, action and reflection (Boekaerts 1999; Zimmerman 1986 and 2002). The student should become more responsible for his learning. Self-regulated learning refers to three aspects: regulation of the self, use and regulation of metacognitive strategies and use and regulation of cognitive learning strategies (Boekaerts 1999; Weinstein & Mayer 1986; Zimmerman 1986). Self-regulated learning can then lead as far as to include participation in the assessment of students’ achievement when they are asked to evaluate their own learning results and processes.

In German schools, following examples from Scandinavian countries and the USA, obligatory conversations between students, teachers and parents have been introduced as part of student assessment (Hackmann 1996; Maier 2010). Aim of these conversations as it is mentioned in the legislation is on the one hand to give feedback to the parents and the student on his achievement, on the other hand to plan following learning processes (HmbSG §44). The student is meant to be in the center of these meetings, speaking about his progress and needs in the role of the active subject and not only being object of teachers’ or parents’ evaluation.

So far very little research exists on the practice of these conversations. Existing data focuses on the cooperation of school and parents in the conversations (Fan & Chen 2001; Jeynes 2011). Quality standards for this kind of communication also have been formulated but do not especially consider the role of the student and the benefit for his learning (Neuenschwander et al. 2005).

In this paper student-teacher-parent conversations will be conceptualized as a means of self-regulated learning and so the focus will lie on the learning process stimulated by these conversations.

The paper examines the question to which extent these student-teacher-parent conversations contribute to self-regulated learning. It will be analyzed which self-regulated learning processes can be stirred by student-teacher-parent conversations and what is the effect of these conversations on students’ motivation. Therefore it draws especially on the learning goals formulated in the conversations, relating them to the underlying theory of self-regulated learning. Comparing the results to practices in Finland and Sweden (Markström 2013), it will be explored if there exist differences within the culture of learning referring to the degree of self-regulation not only in class but also in assessment.

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