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



Author(s)

Jayakumar Bose, Zed Rengel

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DOI:10.17265/2161-623X/2009.12A.004

Faculty of Natural and Agricultural Sciences, School of Earth and Environment, University of Western Australia, Perth 6009, Australia

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.

formative assessment; feedback; self-regulated learning; essay writing