Research in higher education shows that learning is deeper, more sustainable and satisfying when students become responsible partners in their learning. The most powerful way to achieve this is to involve students actively in assessment processes, that is, by giving them regular opportunities to make assessment judgements about their own work and the work of others. This will develop their ability to monitor, evaluate and manage their own learning without relying on the expertise of the teacher. Over time, students will become independent and self-regulated learners with the confidence, self-reliance and collaborative skills necessary for life beyond graduation.
Drawing on research and practice, this website provides resources for teachers and senior managers in higher education wishing to redesign assessment and feedback based on a self-regulation model.
THEORY AND PRACTICE takes a whole institution approach. It provides a framework for rethinking assessment and feedback practices. It also provides a range of practical ideas for the enhancement of university policy, strategy, course design, the student experience and for effective monitoring and evaluation of progress.
The REAP [Re-engineering Assessment Practices] project was the first successful attempt at re-engineering assessment and feedback using a self-regulation model. REAP provides examples of assessment and feedback redesign across a range of large first year classes in different disciplines using technology. REAP was supported by the Scottish Funding Council (£1m).
The PEER [Peer Evaluation in Education Review] project is a development of REAP and is collating research evidence, literature and examples of good practice in the use of peer processes to enhance learner responsibility and self-regulation.
The content of this website is supplied by David Nicol, Professor of Higher Education, Centre for Academic Practice and Learning Enhancement [CAPLE], University of Strathclyde. Contact: email@example.com