A Self-Regulatory Approach to Assessment in Higher Education
This resource outlines a self-regulatory approach to assessment and provides a self-regulatory framework that can be used within and across institutions to develop students and staff self-regulatory approaches at individual, team, and organisational levels.
The resource is especially useful in supporting student transitions into, through, and beyond higher education using assessment as the vehicle to support the student journey across the lifecycle.
This resource comprehensively explores self-regulation research and its effective application to assessment design within higher education. It highlights the importance of a focus on high level self-regulatory skills (knowing what strategies are most appropriate to use in any given situation, and deploying them to best effect). The EAT Framework is used as the overarching assessment framework to support student self-regulatory development. The resource was developed as part of an ERASMUS+ project with the universities of Cardiff and Bristol in the UK, University of Minho, Portugal, University of Zaragoza, Spain and EUROGEO, Belgium.
The Supporting Transitions Checklist
The Supporting Transitions Checklist is used to support student access to and success in higher education by promoting their self-regulatory skills development through consideration of cognitive, metacognitive and affective dimensions of practice.
The EAT Self Regulatory Skills Framework (EAT SRS)
This is the original version of the self-regulatory skills framework used to inform the development of the Self-Regulatory Approach to Assessment in Higher Education resource.
Understanding Individual Differences
The document shared below highlights the key dimensions of the Personal Learning Styles Pedagogy which is outlined in full in Waring and Evans (2015). It explores how we can design learning environments that take account of what we know about individual differences in learning from education and cognitive psychology.
Using the PLSP in an assessment context is outlined in the following report for Advance HE
Supporting Critical Reflection on Practice
Waring, M., & Evans, C. (2015). Making Sense of Critical Reflection, Chapter 10 in Understanding Pedagogy: Developing a Critical Approach to Teaching and Learning, Routledge provides a useful resource in supporting student and lecturer critical reflection on learning and teaching.
The role of assessment feedback in supporting students transitions into masters is outlined in these two archive reports by Scott et al., 2011. They provide a rich narrative on student experiences of navigating higher education and examples of asssessmnet feedback interventions to support student learning. Much of this work informed the later development of the EAT Framework