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Assessment for learner self regulation: enhancing the first year experience using learning technologies
conference contribution
posted on 2009-03-31, 13:01 authored by David NicolConcerns about non-completion and the quality of the first year student
experience have been linked to recent changes in higher education such as
modularisation, increased class sizes, greater diversity in the student intake
and reduced resources. Improving formative assessment and feedback
processes is seen as one way of addressing academic failure and of
enhancing the learning experience and students’ chances of success in the
early years of study. This paper argues that if this is to happen a broader
perspective on the purposes of formative assessment and feedback is
required, one that links these processes to the development of learner selfregulation.
It then shows, through two case studies, drawn from the Reengineering
Assessment Practices (REAP) project, how ICT might support
formative assessment processes and the development of self-regulation in
large first year classes. Finally, the paper presents a set of principles for the
effective design and evaluation of formative assessment and feedback
processes in relation to learner self-regulation.
History
School
- University Academic and Administrative Support
Department
- Professional Development
Research Unit
- CAA Conference
Citation
NICOL, D., 2006. Assessment for learner self regulation: enhancing the first year experience using learning technologies. IN: Danson, M. (ed.). 10th CAA International Computer Assisted Assessment Conference : Proceedings of the Conference on 4th and 5th July 2006 at Loughborough University. Loughborough : Lougborough University, pp. 329-342Publisher
© Loughborough UniversityVersion
- AM (Accepted Manuscript)
Publication date
2006Notes
This is a conference paper.ISBN
095395725XLanguage
- en
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