A model formative assessment strategy to promote student-centered self-regulated learning in higher education

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dc.contributor.authorBose, J.
dc.contributor.authorRengel, Z.
dc.date.issued2009
dc.description.abstractAdult 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.
dc.description.statementofresponsibilityJayakumar Bose, Zed Rengel
dc.identifier.citationUS-China Education Review A, 2009; 6(12):29-35
dc.identifier.doi10.17265/2161-623X/2009.12A.004
dc.identifier.issn1548-6613
dc.identifier.orcidBose, J. [0000-0002-0565-2951]
dc.identifier.urihttp://hdl.handle.net/2440/102855
dc.language.isoen
dc.rightsThis work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License
dc.source.urihttp://www.davidpublisher.org/index.php/Home/Article/index?id=13795.html
dc.subjectFormative assessment; feedback; self-regulated learning; essay writing
dc.titleA model formative assessment strategy to promote student-centered self-regulated learning in higher education
dc.typeJournal article
pubs.publication-statusPublished

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