Assessment for Learning: A catalyst for self-regulation

Show simple item record Hawe, Eleanor en Dixon, H en 2018-11-01T20:25:17Z en 2016-11 en
dc.identifier.issn 0260-2938 en
dc.identifier.uri en
dc.description.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. en
dc.publisher Taylor & Francis (Routledge): SSH Titles en
dc.relation.ispartofseries Assessment and Evaluation in Higher Education en
dc.rights Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. en
dc.rights.uri en
dc.title Assessment for Learning: A catalyst for self-regulation en
dc.type Journal Article en
dc.identifier.doi 10.1080/02602938.2016.1236360 en
dc.rights.holder Copyright: The author en
dc.rights.accessrights en
pubs.subtype Article en
pubs.elements-id 541711 en Education and Social Work en Learning Development and Professional Practice en
dc.identifier.eissn 1469-297X en
pubs.record-created-at-source-date 2016-09-23 en 2016-11-25 en

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