Journal ArticleDOI
Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice
TLDR
In this paper, 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.Abstract:
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.read more
Citations
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BookDOI
Handbook of Self-Regulation of Learning and Performance
TL;DR: Self-Regulation of learning and performance has been studied extensively in the literature as mentioned in this paper, with a focus on the role of self-regulation in the development of learners' skills and abilities.
Journal ArticleDOI
Rethinking models of feedback for learning: the challenge of design
David Boud,Elizabeth Molloy +1 more
TL;DR: In this paper, the authors develop and analyse two models of feedback: the first is based on the origins of the term in the disciplines of engineering and biology, and the second draws on ideas of sustainable assessment.
Journal ArticleDOI
Beyond feedback: developing student capability in complex appraisal
TL;DR: In this paper, a cache of relevant tacit knowledge is provided to students to understand the meaning of the feedback statements and identify, with near certainty, the particular aspects of their work that need attention.
Journal ArticleDOI
Peer feedback: the learning element of peer assessment
Ngar-Fun Liu,David Carless +1 more
TL;DR: In this article, a large-scale questionnaire survey of tertiary students (1740) and academics (460) in Hong Kong, supplemented by interview data was conducted to examine the rationale for peer feedback, emphasizing its potential for enhanced student learning.
Journal ArticleDOI
From monologue to dialogue: improving written feedback processes in mass higher education
TL;DR: This paper argued that the many diverse expressions of dissatisfaction with written feedback, both from students and teachers, are all symptoms of impoverished dialogue and suggested ways in which the nature and quality of feedback dialogue can be enhanced when student numbers are large without necessarily increasing demands on academic staff.
References
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Journal ArticleDOI
Assessment and Classroom Learning
Paul Black,Dylan Wiliam +1 more
TL;DR: A review of the literature on classroom formative assessment can be found in this article, where the authors consider the perceptions of students and their role in self-assessment alongside analysis of the strategies used by teachers and the formative strategies incorporated in such systemic approaches as mastery learning.
Book
Self-theories: Their Role in Motivation, Personality, and Development
TL;DR: Theories of intelligence create high and low effort as mentioned in this paper... Theories and goals predict Self-Esteem Loss and Depressive Reactions, and why confidence and success are not enough.
Journal ArticleDOI
Formative assessment and the design of instructional systems
TL;DR: The theory of formative assessment outlined in this paper is relevant to a broad spectrum of learning outcomes in a wide variety of subjects and applies wherever multiple criteria are used in making judgments about the quality of student responses.
Journal ArticleDOI
From Teaching to Learning — A New Paradigm For Undergraduate Education
Robert B. Barr,John Tagg +1 more
TL;DR: In this paper, a new paradigm for Undergraduate Education is proposed, From Teaching to Learning (TTL), a new Paradigm For Undergraduate education, which is based on the teaching-to-learning paradigm.
Journal ArticleDOI
Feedback and Self-Regulated Learning: A Theoretical Synthesis
TL;DR: The authors synthesize a model of self-regulation based on contemporary educational and psychological literatures, and use that model as a structure for analyzing the cognitive processes involved in selfregulation, and for interpreting and integrating findings from disparate research traditions.