Assessment for Learning: A Catalyst for Student Self-Regulation

Autor/inn/en	Hawe, Eleanor; Dixon, Helen
Titel	Assessment for Learning: A Catalyst for Student Self-Regulation
Quelle	In: Assessment & Evaluation in Higher Education, 42 (2017) 8, S.1181-1192 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0260-2938
DOI	10.1080/02602938.2016.1236360
Schlagwörter	Self Control; Undergraduate Students; Student Centered Learning; Student Responsibility; Semi Structured Interviews; Expectation; Teacher Education; Assignments; Documentation; Student Experience; Learning Activities; Discussion (Teaching Technique); Feedback (Response); Peer Evaluation + Suchen Sie Ihr Suchwort? Selbstbeherrschung; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Expectancy; Erwartung; Lehrerausbildung; Lehrerbildung; Assignment; Auftrag; Zuweisung; Dokumentation; Studienerfahrung; Lernaktivität
Abstract	The development of students as lifelong, self-regulating learners is a valued outcome of higher education. To this end, the current project investigated how students in an undergraduate course experienced and responded to a teaching-learning environment where they were expected to take responsibility for their learning. The pedagogic environment of this course was grounded in strategies and activities associated with assessment for learning (AfL). As such, students were expected to participate in activities that provided them with opportunities to exercise control over their learning. Data gathering comprised individual semi-structured interviews and the collection of artefacts. Findings indicated goals helped students know where they were going; exemplars provided insights into what was expected and what constituted quality work; course activities elicited evidence of learning; dialogic interactions around these generated feedback about understandings and progress; the evaluation of exemplars developed evaluative knowledge, skill and expertise; peer review and feedback provided an authentic context for evaluation and monitoring of works-in-progress. It was concluded that, while each of the AfL strategies contributed to student self-regulation, the full impact of AfL as a catalyst for self-regulated learning was realised in the cumulative and recursive effect these strategies had on students' thinking, actions and feelings. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01