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

Jayakumar Bose, Zed Rengel

    Research output: Contribution to journalArticle

    Abstract

    Adult learners are already involved in the process of self-regulation; hence, higher educationinstitutions should focus on strengthening students’ self-regulatory skills. Self-regulation can be facilitatedthrough formative assessment. This paper proposes a model formative assessment strategy that would complementexisting university teaching, and can be used in higher education to promote student-centered self-regulatedlearning with minimal effort and time input from teachers. Based on this model, a real-world teaching example onwriting 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.
    Original languageEnglish
    Pages (from-to)29-35
    JournalUS-China Education Review
    Volume6
    Issue number12
    Publication statusPublished - 2009

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