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
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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
Andrade, H., & Valtcheva, A. (2009). Promoting Learning and Achievement Through Self-Assessment. Theory into Practice, 48(1), 12-19.
|Depositing User:||Catherine Ellis|
|Date Deposited:||07 Jun 2012 11:42|
|Last Modified:||06 Aug 2013 10:53|
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