A model formative assessment strategy to promote student-centered self-regulated learning in higher education
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2009
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Bose, J.
Rengel, Z.
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US-China Education Review A, 2009; 6(12):29-35
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Jayakumar Bose, Zed Rengel
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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.
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License