Please use this identifier to cite or link to this item: http://hdl.handle.net/2440/102855
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Type: Journal article
Title: A model formative assessment strategy to promote student-centered self-regulated learning in higher education
Author: Bose, J.
Rengel, Z.
Citation: US-China Education Review, 2009; 6(12):29-35
Issue Date: 2009
ISSN: 1548-6613
Statement of
Responsibility: 
Jayakumar Bose, Zed Rengel
Abstract: Adult learners are already involved in the process of self-regulation; hence, higher education institutions should focus on strengthening students’ self-regulatory skills. Self-regulation can be facilitated through formative assessment. This paper proposes a model formative assessment strategy that would complement existing university teaching, and can be used in higher education to promote student-centered self-regulated learning with minimal effort and time input from teachers. Based on this model, a real-world teaching example on writing an essay as a challenge task has also been developed. This model strategy incorporates Nicol and Macfarlane-Dick’s seven principles of good feedback practice that promotes self-regulation.
Keywords: Formative assessment; feedback; self-regulated learning; essay writing
Rights: This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
RMID: 0030058712
DOI: 10.17265/2161-623X/2009.12A.004
Published version: http://www.davidpublisher.org/index.php/Home/Article/index?id=13795.html
Appears in Collections:Agriculture, Food and Wine publications

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