Assessment professional development courses for university teachers: a nationwide analysis exploring length, evaluation and content

Ruiz, Javier Fernández; Panadero, Ernesto

doi:10.1080/02602938.2022.2099811

Cited by 2 publications

(2 citation statements)

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“…There are a range of challenges in managing SRAF professional development dependent, for example, on academics’ dispositions, interests, and the contexts in which they work. For example, colleagues may report high usage of a particular strategy but ensuring shared understanding of what constitutes quality is difficult to achieve without an ongoing, co-ordinated and high quality SRAF professional development offer; an area in great need of attention in higher education ( Ruiz and Panadero, 2023 ). Alternatively, academics may report high use of SRAF practices and little need for further development in them.…”

Section: Discussionmentioning

confidence: 99%

“…The importance of supporting students’ self-regulatory learning (SRL) skills development in impacting their achievements in higher education is well known ( Hayat et al, 2020 ; Büchele, 2023 ; Hattie, 2023 ; Evans and Waring, 2023a ). Supporting academics in providing such skills support to students is challenging given that training in self-regulatory practices is significantly underrepresented in professional development provision for academics in higher education ( Ruiz and Panadero, 2023 ). Translation of knowledge on effective self-regulatory assessment and feedback (SRAF) into practice is limited by the lack of guidelines available to academics on how to do this well ( Honig and Coburn, 2007 ; Jansen et al, 2019 ).…”

Section: Introductionmentioning

confidence: 99%

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Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education

Evans,

Kay,

Amici-Dargan

et al. 2024

Front. Psychol.

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IntroductionStudents need to acquire high level self-regulatory skills if they are to be successful within higher education, and academics need support in facilitating this. In this article we explore how the current research gap between knowledge of self-regulatory assessment and feedback (SRAF) practices, and academics’ professional training in it can be bridged.MethodsSRAF tools were used with academics to explore their understandings of and training needs in SRAF; central to this work was the development of a SRAF scale. We consider the value of such tools in supporting academics’ professional development needs in SRAF. The reliability and validity of the SRAF scale was tested using exploratory factor analyses (EFA).ResultsIterative EFA resulted in a 17 item support required SRAF scale (SR). Two underpinning factors: Creating the Conditions for SRAF, and Supporting Students’ SRAF Skills Development were identified. The reliability of the instrument supported its primary use as a tool to facilitate academics’ professional development in fostering students’ self-regulatory skills.DiscussionOur findings highlight the importance of supporting academics in developing strategies to maximize students’ metacognitive skills and motivation in assessment and feedback, contingent on effective assessment design. Such professional development needs to be mindful of individual and contextual factors impacting academics’ access to, and confidence and competence in, using SRAF in practice. This research is important in highlighting potential disconnects between where academics’ focus their attention in assessment, and what is known to have most impact on student learning success. The SRAF tools have considerable potential in supporting translation of theory into practice as part of sustained professional development for academics in higher education.

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Section: Discussionmentioning

confidence: 99%