A Self-Regulatory approach to assessment in higher education.

Evans, C., with Rutherford, S. Vieira, F., and Erasmus+ team (2021). A self-regulatory approach to assessment in higher education. Cardiff: Cardiff University.

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Executive summary
1.1 Introduction
1.2 What is self-regulation?
1.3 Metacognitive, cognitive and affective dimensions of SRL
1.4 Self-regulation as a process
1.5 Self-regulation as an individual and group process
1.6 Self-regulation models
1.7 Measuring self-regulation
1.8 Self-regulation variables
2.1 Promoting student engagement
2.2 The role of context in impacting self-regulatory skills development
2.3 Factors impacting the development of SRL (Educator)
2.4 Factors impacting the development of SRL (Student)
2.5 Developing self-regulatory learning environments
3.1 High level self-regulatory skills implicated in assessment feedback
4.1 Steps in developing self-regulated learning
4.2 Using SRL activities as a learning tool
4.3 Self-Regulatory Skills in Assessment Framework
5.1 Co-creation to support SRL
5.2 Supporting transitions and supporting transitions checklist
5.3 Transparent and explicit
5.4 Developing metacognitive competence
5.5 Emotional regulation and emotional regulation exercise
5.6 Integrated approaches to SRL
5.7 Managing SRL with large groups
5.8 Making feedback discourses accessible
5.9 Self-assessment supporting SRL
5.10 peer assisted learning supporting SRL and effective peer feedback designs.
Reference list
Appendices A - I

Contents

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Self-Regulation Framework for Assessment

Self-Regulatory Framework

Here is a self-regulation framework for assessment design and audit.

This framework guides you through using the EAT Framework to enhance the self-regulatory skills development in your assessments.

Click the image on the left, or go to this link to download the document and the self-assessment grid:

https://inclusiveheorg.files.wordpress.com/2022/09/appendix_i_-eat-srs_2309.pdf