A Model Formative Assessment Strategy to Promote Student-Centered Self-Regulated Learning in Higher Education

Autor/inn/en	Bose, Jayakumar; Rengel, Zed
Titel	A Model Formative Assessment Strategy to Promote Student-Centered Self-Regulated Learning in Higher Education
Quelle	6 (2009) 12, S.29-35 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1548-6613
Schlagwörter	Feedback (Response); Higher Education; Formative Evaluation; Adult Learning; Adult Students; Colleges; Models; Essays; Foreign Countries; Outcomes of Education; Australia + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Adulte education; Adult training; Erwachsenenbildung; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; College; Hochschule; Fachhochschule; Analogiemodell; Essay; Aufsatzunterricht; Ausland; Lernleistung; Schulerfolg; Australien
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. (Contains 2 tables and 1 figure.) (As Provided).
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10