Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice
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chapter 5, Taylor and Francis Group, London, (2006)

This chapter explores how formative assessment and feedback might be used to promote the development of self-regulated learning in contexts in which face-to-face and online learning are integrated. Self-regulated learning (SRL) refers to the active control by students of some aspects of their own learning; for example, the setting of learning goals, the monitoring and regulating of progress towards the attainment of these goals (Zimmerman and Schunk, 2001; Pintrich, 1995). Empowering students to self-regulate their learning is a key goal of higher education and of lifelong learning. In this chapter, formative assessment is defined as ‘assessment that is specifically intended to provide feedback on performance to improve and accelerate learning’ (Sadler, 1998, p77). In this context, feedback is information about how a student has performed in relation to some standard or goal (knowledge of results).
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