Rethinking technology-supported assessment practices in relation to the seven principles of good feedback practice

David Nicol*, Colin Milligan

*Corresponding author for this work

Research output: Chapter in Book/Report/Conference proceedingChapter (peer-reviewed)peer-review

110 Citations (Scopus)

Abstract

This chapter explores how formative assessment and feedback might be used to promote the development of self-regulated learning in contexts in which face-toface 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, and 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: 77). In this context, feedback is information about how a student has performed in relation to some standard or goal (knowledge of results).
Original languageEnglish
Title of host publicationInnovative Assessment in Higher Education
PublisherRoutledge
Chapter5
Number of pages15
ISBN (Print)9780203969670
DOIs
Publication statusPublished - 2006

ASJC Scopus subject areas

  • Social Sciences(all)

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