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Towards self-regulation: breaking the deadlock

Towards self-regulation: breaking the deadlock

Headington, Rita, Kitchener, Iain, Morgan, Robert ORCID: 0000-0002-7891-2662 and Newman, Sarah (2010) Towards self-regulation: breaking the deadlock. In: 3rd Annual Learning and Teaching Conference: Inspiring Learners: Equipping the Next Generation of Graduates, 6 Jul 2010, University of Greenwich, London, UK. (Unpublished)

(ITEM_5495)_HEADINGTON_Towards_Self_Regulation_UG_LT_Conference_2010.pdf - Presentation

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How do students learn - through listening and making notes or through engaging in activities and questioning their learning experiences?
Teaching is gradually becoming more activity-based, reflecting recent higher education learning theory (eg Biggs 2003). But assessment is too often seen to be the point at which staff and students retreat to the traditional model of ‘tutor knows best’. Students trust their tutors judgements and tutors distrust students’ abilities to make judgements...whilst still expecting them to become ‘self regulated learners’ (Nicol, 2009).
In this session tutors and students will together provide details of a case study that aimed to break this deadlock and scaffold students as learners with the confidence and ability to assess, give and receive feedback from their peers (Falchikov 2006) within the first year of an undergraduate degree in primary education. Over a period of three months tutors facilitated students’ analysis of assessment criteria, framing of success criteria and provided models of individual and generic feedback. Students completed a ‘peer assessment’ of their work and evaluated the processes involved. As prospective primary school teachers they considered the experience from the perspectives of ‘learner’ and ‘teacher’.
There were three major outcomes from the peer assessment process. Firstly the assessment experience appeared to have a greater impact on students’ engagement with learning than the more passive acceptance of tutor’s written feedback on an assignment. Secondly the students’ reflections demonstrated a high degree of engagement with, and recognition of, the major issues in assessment - validity, reliability and manageability. Thirdly the students were made aware of each other as valuable resources for learning and opportunities for giving and receiving constructive feedback – a critical step towards self regulation.

Item Type: Conference or Conference Paper (Paper)
Uncontrolled Keywords: learning, teaching, students, activity-based, HE, assessment, peer assessment, primary school
Subjects: L Education > L Education (General)
L Education > LB Theory and practice of education
Pre-2014 Departments: School of Education
School of Education > Department of Primary Education
Related URLs:
Last Modified: 08 Oct 2019 09:20

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