A Formative Assessment Model for Self-Regulated Learning
A Study of Practice at a University
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The main purpose of this book was to explore what the true worth or value of formative assessment was in the context of self-regulated learning. It sought to find out how the quality of formative assessment practices is characterised by the lecturers and students at a University in Bulawayo, Zimbabwe. The evidence from this was to be compared with what the course outlines and related documents suggested regarding the quality of formative assessment practices at the university. The book also intended to find out how the self-regulated learning approach could add value to formative assessment pr...
The main purpose of this book was to explore what the true worth or value of formative assessment was in the context of self-regulated learning. It sought to find out how the quality of formative assessment practices is characterised by the lecturers and students at a University in Bulawayo, Zimbabwe. The evidence from this was to be compared with what the course outlines and related documents suggested regarding the quality of formative assessment practices at the university. The book also intended to find out how the self-regulated learning approach could add value to formative assessment practices in this university. The qualitative research approach was adopted using interviews and analysis of formative assessment documents such as the course outlines as well as quizzes and tests. It emerged from the findings that formative assessment practices at the university are characterised by performance as the major issue. Performance is the overemphasis of marks and scores whilst ignoring the other major learning aspects of formative assessment. This picture could be altered if the self-regulated learning approach were to be applied.
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