Self-regulated learning (SRL) is crucial for successful lifelong learning and an important educational goal. For students to develop SRL skills, they need appropriate SRL support from teachers in the classroom. Teachers, who are aware of their students’ strengths and weaknesses in SRL, can promote SRL more adaptively. This requires teachers to assess students’ SRL skills accurately. However, there is little research on teachers’ diagnostic competences in SRL. To address this research gap, the present exploratory study investigates teachers’ content knowledge about SRL, assessment activities, and accuracy in judging their students’ SRL. Furthermore, the study examines whether teachers’ characteristics and competences in SRL are associated with the accuracy of their judgments. The study included 41 lower secondary school teachers and their 173 students. The students completed metacognitive knowledge tests on several SRL skills while the teachers made predictions about the students’ metacognitive knowledge of those SRL skills. The results indicate that not all teachers were familiar with the assessment of SRL. Moreover, teachers exhibited greater familiarity with offline assessments of SRL than online assessments and a noteworthy proportion of teachers employed assessment activities that were not diagnostic of SRL. Low correlations between students’ actual test scores and teachers’ judgments generally revealed low accuracy for teachers in assessing their students’ metacognitive knowledge of various SRL skills. Teachers’ characteristics and competences in SRL were mainly uncorrelated with their judgment accuracy. Overall, these results highlight the need for further attention and support for teachers in developing their diagnostic competences in SRL.

自我调节学习（SRL）对于成功的终身学习至关重要，也是一个重要的教育目标。为了让学生发展 SRL 技能，他们需要课堂上老师的适当 SRL 支持。了解学生在 SRL 方面的优势和劣势的教师可以更适应性地促进 SRL。这就要求教师准确评估学生的SRL技能。然而，关于教师SRL诊断能力的研究却很少。为了弥补这一研究空白，本探索性研究调查了教师关于 SRL 的内容知识、评估活动以及判断学生 SRL 的准确性。此外，该研究还考察了教师在 SRL 方面的特征和能力是否与其判断的准确性相关。该研究包括 41 名初中教师及其 173 名学生。学生完成了对几种SRL技能的元认知知识测试，而教师则对学生对这些SRL技能的元认知知识进行了预测。结果表明，并非所有教师都熟悉 SRL 的评估。此外，与在线评估相比，教师对 SRL 的线下评估更加熟悉，并且很大比例的教师采用了与 SRL 无关的评估活动。学生实际测试成绩与教师判断之间的低相关性通常表明教师在评估学生各种 SRL 技能的元认知知识时准确性较低。教师的SRL特征和能力主要与其判断准确性不相关。全面的，