Search:
Computing and Library Services - delivering an inspiring information environment

Using Student Assessment Choice and eAssessment to Achieve Self Regulated Learning

Ellis, Cath and Folley, Susan (2010) Using Student Assessment Choice and eAssessment to Achieve Self Regulated Learning. In: Fostering Self-Regulated Learning through ICT. IGI Global, Hershey, PA, pp. 89-104. ISBN 9781616929015

[img] PDF - Published Version
Restricted to Repository staff only

Download (448kB)

    Abstract

    This chapter explores how we can harness technology to foster self-regulated learning in assessment practices. Traditionally innovation in assessment lags behind that in other areas of teaching and learning, however, it is important to make sure that assessment methods and practices are aligned with learning objectives. For assessment to be a beneficial learning experience for students it is important that they are afforded more autonomy and agency over what, when and how they are assessed. This chapter reflects on the ‘problem’ that assessment and feedback presents and on what the research is showing academics need to concentrate. Secondly, it considers how eAssessment tools can provide a way forward to achieving these objectives and helping students to develop more self-regulated learning strategies. Finally the authors will explore how the use of these tools can allow students greater autonomy over the whole assessment process, and the essential role that technology may play in achieving this.

    Item Type: Book Chapter
    Subjects: L Education > L Education (General)
    L Education > LB Theory and practice of education > LB2300 Higher Education
    Schools: Computing and Library Services
    School of Music, Humanities and Media
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice
    School of Education and Professional Development > Centre of Lifelong Learning and Social Justice > Technology Enhanced Learning Research Group
    Related URLs:
    References:

    Andrade, H., & Valtcheva, A. (2009). Promoting Learning and Achievement Through Self-Assessment. Theory into Practice, 48(1), 12-19.
    Attwood, R. (2009). Well, what do you know? [Electronic Version]. Times Higher Education. Retrieved August 25, 2009, from http://www.timeshighereducation.co.uk/story.asp?sectioncode=26&storycode=405152.
    Barnett, R. (2008). Assessment in higher education: An impossible mission? In D. J. Boud & N. Falchikov (Eds.), Rethinking Assessment in Higher Education: Learning for the longer term (pp. 29-40). Abingdon, UK: Routledge.
    Barr, R., B., & Tagg, J. (1995). From Teaching to Learning. In D. DeZure (Ed.), Learning from Change. London, UK: Kogan Page.
    Biggs, J. (1996). Enhancing teaching through constructive alignment. Higher Education, 32(3), 347-364.
    Biggs, J., & Tang, C. (2007). Teaching for Quality Learning at University (3rd ed.). Maidenhead, UK: Open University Press.
    Bloxham, S., & Boyd, P. (2007). Developing Effective Assessment in Higher Education: A Practical Guide. Maidenhead, UK: Open University Press.
    Boekaerts, M. (1999). Self-regulated learning: where we are today - Theory, research, and practice. International Journal of Educational Research, 31(6), 445-457.
    Boekaerts, M., & Simons, P. R. J. (1995). Leren en instructie: Psychologie van de leerling en het leerproces [Learning and instruction: The psychology of the student and the learning process]. (2nd, revised version). Assen, NL: Van Gorcum.
    Boud, D. J. (1995). Enhancing Learning through Self-assessment. London, UK: Kogan Page.
    Boud, D. J., & Falchikov, N. (2007). Introduction: Assessment for the longer term. In D. J. Boud & N. Falchikov (Eds.), Rethinking Assessment in Higher Education: Learning for the longer term. Abingdon, UK: Routledge.
    Collis, B., & Moonen, J. (2001). Flexible Learning in a digital world. London, UK: Kogan Page Ltd.
    Dochy, F., Segers, M., Gijbels, D., & Struyven, K. (2008). Assessment engineering: breaking down barriers between teaching and learning, and assessment In D. J. Boud & N. Falchikov (Eds.), Rethinking Assessment in Higher Education: Learning for the longer term (pp. 87-100). Abingdon, UK: Routledge.
    Hafner, J., & Hafner, P. (2003). Quantitative analysis of the rubric as an assessment tool: an empirical study of student peer-group rating. International Journal of Science Education, 25(12), 1509-1528.
    Keppell, M., Au, E., & Chan, C. (2006). Peer learning and learning-oriented assessment in technology-enhanced environments. Assessment & Evaluation in Higher Education, 31(4), 453-464.
    Kurtz, B. E., & Weinert, F. E. (1989). Metamemory, metaperformance, and causal attributions in gifted and average children. Journal of Experimental Child Psychology, 48, 45-61.
    Nicol, D. (2007). Re-engineering Assessment Practices in Scottish Higher Education. Glasgow, UK: JISC.
    Orsmond, P., Merry, S., & Reiling, K. (2002). The Use of Exemplars and Formative Feedback when Using Student Derived Marking Criteria in Peer and Self-assessment. Assessment & Evaluation in Higher Education, 27(4), 309-323.
    Pekrun, R., Goetz, T., Titz, W., & Perry, R. (2002). Academic Emotions in Students' Self-Regulated Learning and Achievement: A Program of Qualitative and Quantitative Research. Educational Psychologist, 37(2), 91-105.
    Race, P. (2005). Making Learning Happen: A Guide for Post-Compulsory Education. London, UK: Sage Publications.
    Rust, C., Price, M., & O'Donovan, B. (2003). Improving Students' Learning by Developing their Understanding of Assessment Criteria and Processes. Assessment & Evaluation in Higher Education, 28(2), 147-164.
    Scouller, K. (1998). The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay. Higher Education, 35(4), 453-472.
    Snyder, B. (1971). The Hidden Curriculum. Cambridge, MA: The MIT Press.
    Taras, M. (2001). The Use of Tutor Feedback and Student Self-assessment in Summative Assessment Tasks: towards transparency for students and for tutors. Assessment & Evaluation in Higher Education, 26(6), 605-614.
    Weinert, F. E., Schrader, F. W., & Helmke, A. (1989). Quality of instruction and achievement outcomes. International Journal of Educational Psychology, 13(8), 895-912.
    Zimmerman, B. J., & Schunk, D. H. (1989). Self-regulated learning and academic achievement: Theory, research, and practice. New York: Springer.

    Depositing User: Catherine Ellis
    Date Deposited: 07 Jun 2012 11:42
    Last Modified: 06 Aug 2013 10:53
    URI: http://eprints.hud.ac.uk/id/eprint/13774

    Document Downloads

    Downloader Countries

    More statistics for this item...

    Item control for Repository Staff only:

    View Item

    University of Huddersfield, Queensgate, Huddersfield, HD1 3DH Copyright and Disclaimer All rights reserved ©