Assessment for learning: a catalyst for student self-regulation

Hawe, Eleanor; Dixon, Helen

doi:10.1080/02602938.2016.1236360

Cited by 103 publications

(61 citation statements)

References 25 publications

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“…This new situation requires numerous variables to be taken into consideration. Aspects such as participation (Falchikov 2005), students' evaluative judgement (Boud et al 2018a, b), selfregulation (Hawe and Dixon 2017;Panadero et al 2017), feedback (Boud and Molloy 2013;Nicol et al 2014), a climate of trust (Carless 2009(Carless , 2013 and the quality of the assessment (Sadler 2016) are all elements that play a vital role in assessment practice. In this study, we focus primarily on the two elements that can be considered as basic to peer assessment: student participation and their evaluative judgement.…”

Section: Framework and Development Of Hypothesesmentioning

confidence: 99%

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

2020

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How can students' competence be developed through peer assessment? This paper focuses on how relevant variables such as participation, evaluative judgement and the quality of the assessment interact and influence peer assessment. From an analysis of 4 years of data from undergraduate classes in project management, it develops a model of causal relationships validated using the PLS-SEM method. It demonstrates relationships between these variables and considerers the influence of students' competence and the mediating nature of feedback and self-regulation on the process. It points to how peer assessment practices can be improved whilst highlighting how evaluative judgement and feedback are two key elements that can be addressed to deliver the effective development of students' competence.

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Section: Framework and Development Of Hypothesesmentioning

confidence: 99%

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

2020

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“…There is consensus that formative assessment for learning (AfL) methods are a high-impact instructional practice, and perhaps one of the most effective interventions to increase student learning [2]. AfL methods provide ongoing diagnosis and feedback about in-progress learning, through interactions between the learners, their peers and the teachers [3]. AfL can be described as an iterative and reflective feedback loop where progress towards the learning goals are monitored, and adaptions in practices are made to achieve those learning goals.…”

Section: Assessment For Learning (Afl)mentioning

confidence: 99%

“…Often, Lifelong Learning is often viewed as an ominous attribute that is difficult to teach and measure [5]. However, AfL practices have been shown to develop self-regulation in learners which is a skill that helps to foster effective lifelong learning [3]. For this reason, it is important to consider how we can bring more AfL practices into engineering.…”

Section: Assessment For Learning (Afl)mentioning

confidence: 99%

Assessment for Learning: Using Agile Project Management Methods in Second-Year Electrical Engineering Design Project

Paul

2019

PCEEA

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Assessment for learning and formative assessment practices have been shown to provide students with improved learning outcomes. Specifically, assessment for learning provides students with feedback that can be used to improve their future performance. This feedback loop is similar to the processes used in agile project management, where short iterations between product demos provide quick feedback to align the product with customer expectations. This paper will provide a case study of assessment for learning and agile project management being applied in second-year electrical engineering courses. The results show that students appreciated the learning opportunity that came with these activities.

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“…Furthermore, as Henderson and Trede (2017) note, the academic responsible for organising placement learning is commonly distant from the student's work place, so not a direct witness to that learning. As such it could be argued, for example, that the student will know better what they have or have not learnt and this, in turn, could suggest a central role for self or student peers in the design of work placement assessment (Hawe & Dixon, 2016). Observations such as these prompt the question: how best might planning practitioners, academics and students collaborate to more fairly and accurately assess students' work placement learning?…”

Section: Assessment and Academic Standards In Work Placement-based Lementioning

confidence: 99%

How best to assess students taking work placements? An empirical investigation from Australian urban and regional planning

Jackson

Jones

Steele

et al. 2017

Higher Education Pedagogies

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a school of global, urban and social studies, rMit university, Melbourne, australia; b school of environment, griffith university, Brisbane, australia ABSTRACT Work placements (including internships) are common in urban and regional planning education but the relevant literature has largely overlooked their assessment and academic standards. To address this gap, the paper presents a study of this topic undertaken within the Australian context. The research involved systematically scoping the status of work placements in planning education in Australia, and exploring the perspectives of participating educators, practitioners and students on appropriate assessment methods and academic standards. We found significant and problematic divergence in these three key stakeholders' perspectives. The implications of these findings are discussed in a national and international context. The consequent proposition is an approach to assessment and standards that promotes a shared understanding across these key stakeholders. ARTICLE HISTORY

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Assessment for learning: a catalyst for student self-regulation

Cited by 103 publications

References 25 publications

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

Developing student competence through peer assessment: the role of feedback, self-regulation and evaluative judgement

Assessment for Learning: Using Agile Project Management Methods in Second-Year Electrical Engineering Design Project

How best to assess students taking work placements? An empirical investigation from Australian urban and regional planning

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