Formative assessment and selfregulated （形成性评价和selfregulated）.pdfVIP

Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. 1 DAVID J. NICOL University of Strathclyde DEBRA MACFARLANE-DICK University of Glasgow 1 Author for Correspondence; Dr David J. Nicol, Centre for Academic Practice, Graham Hills Building, University of Strathclyde, 50 George St., Glasgow, G1 1QE. e-mail: d.j.nicol@strath.ac.uk Accepted for Publication by Studies in Higher Education (2005) Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Abstract The research on formative assessment and feedback is re-interpreted to show how these processes can help students take control of their own learning – i.e. become self-regulated learners. This reformulation is used to identify seven principles of good feedback practice that support self-regulation. A key argument is that students are already assessing their own work and generating their own feedback and that higher education should build on this ability. The research underpinning each feedback principle is presented and some examples of easy-to-implement feedback strategies are briefly described. This shift in focus, whereby students are seen as having a proactive rather than a reactive role in generating and using feedback, has profound implications for the way in which teachers organise assessments and support learning. Introduction This paper positions the research on formative assessment and feedback within a model of self-regulated learning. Formative assessment refers to assessment that is specifically intended to generate feedback on performance to improve and accelerate learning (Sadler, 1998). A central argument