The research on formative assessment and feedback is reinterpreted to show how these processes can help students take control of their own learning, i.e. become self-regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback, and that higher education should build on this ability. The research underpinning each feedback principle is presented, and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning.

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Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice

The educating the net generation that we provide for you will be ultimate to give preference. This reading book is your chosen book to accompany you when in your free time, in your lonely. This kind of book can help you to heal the lonely and get or add the inspirations to be more inoperative. Yeah, book as the widow of the world can be very inspiring manners. As here, this book is also created by an inspiring author that can make influences of you to do more.

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Educating the Net Generation

Getting Started in Classroom Assessment. Classroom Assessment Techniques. Building on What We Have Learned.

Classroom Assessment Techniques: A Handbook for College Teachers. Second Edition.

Note to Updated Edition vii Preface xi Acknowledgments xv The Author xvii 1 Creating Significant Learning Experiences: The Key to Quality in Educational Programs 1 2 A Taxonomy of Significant Learning 31 3 Designing Significant Learning Experiences I: Getting Started 67 4 Designing Significant Learning Experiences II: Shaping the Learning Experience 113 5 Changing the Way We Teach 173 6 Better Organizational Support for Faculty 221 7 The Human Significance of Good Teaching and Learning 273 Appendix A Planning Your Course: A Decision Guide 293 Appendix B Suggested Readings 303 References 309 Index 317

Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses

Preface to the Second Edition vii Acknowledgments xiii The Author xiv PART ONE: FOUNDATIONS OF THE LEARNER-CENTERED APPROACH 1 1. Learner-Centered Teaching: Roots and Origins 3 2. Research: Evidence That Learner-Centered Approaches Work 28 PART TWO: THE FIVE KEY CHANGES TO PRACTICE 57 3. The Role of the Teacher 59 4. The Balance of Power 88 5. The Function of Content 114 6. The Responsibility for Learning 143 7. The Purpose and Processes of Evaluation 168 PART THREE: IMPLEMENTING THE LEARNER-CENTERED APPROACH 197 8. Responding to Resistance 199 9. Taking a Developmental Approach 218 APPENDIXES 239 1. Syllabus and Learning Log Entries for Speech Communications 100A 239 2. Resources That Develop Learning Skills 249 References 259 Name Index 275 Subject Index 279

Learner-Centered Teaching: Five Key Changes to Practice

(1995). From Teaching to Learning — A New Paradigm For Undergraduate Education. Change: The Magazine of Higher Learning: Vol. 27, No. 6, pp. 12-26.

/pdf/from-teaching-to-learning-a-new-paradigm-for-undergraduate-3vfdhv3x98.pdf

From Teaching to Learning — A New Paradigm For Undergraduate Education

The provost of a large state university was describing initiatives his campus had underway to promote student learning. He stopped in mid-sentence, raised both hands in a gesture of frustration and...

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Why Does the Faculty Resist Change

(2007). Double-Loop Learning in Higher Education. Change: The Magazine of Higher Learning: Vol. 39, No. 4, pp. 36-41.

Double-Loop Learning in Higher Education

Since the 1980s, advocates for change in higher education have called for double-loop learning. One of the main criticisms of the evaluation of colleges and universities was that they measured inputs rather than the outputs. Higher education now needs to apply the lessons of learning and change to campus leadership and organization.

The learning-paradigm campus: From single- to double-loop learning

Are we teaching our students how to grub for grades or how to learn in deep and lasting ways? The author offers a disturbing glimpse at a superficial approach to learning our institutions may be fo...

John Tagg

Papers

From Teaching to Learning — A New Paradigm For Undergraduate Education

Why Does the Faculty Resist Change

Double-Loop Learning in Higher Education

The learning-paradigm campus: From single- to double-loop learning

Why? Learn: What we may Really be Teaching Students: