Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies
Abstract
While there is considerable research on the first‐year experience, much less has been written about the impact of assessment and feedback practices on that experience. This paper explores how formative assessment and feedback might be used to enhance the first‐year experience and enable students to develop the skills needed for self‐regulated learning. It also explores how technology might support formative assessment practices in the current higher education context, where modularisation, larger student numbers and lower staff‐student ratios have all reduced opportunities for formative support. A framework is proposed for the design of large‐cohort first‐year courses based on two recent literature reviews. This provides a lens through which to analyse two first‐year courses (Psychology and French) that were redesigned with funding from the Re‐engineering Assessment Practices (REAP) project. Evaluations show that both course redesigns resulted in high levels of student satisfaction, in performance improvements in final exams when compared with previous years and in workload efficiency gains brought about by the application of technology. Ways of improving on these designs based on the proposed framework are discussed.
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Students are always informally engaged in the self-regulation of learning when they participate in academic tasks.
“Nicol recognizes that 'students are always informally engaged in the self-regulation of learning when they participate in academic tasks' (p.338)”
From Rethinking models of feedback for learning: the challenge of design (2013) · cites this paper as Nicol 2009
When students receive feedback from teachers they must engage in self-assessment if they are to use that information to improve academic performance.
“'when students receive feedback from teachers they must engage in selfassessment if they are to use that information to improve academic performance: that is, they must decode the feedback message, internalise it and use it to make judgements about and modify their own work.' (p. 339).”
From Rethinking models of feedback for learning: the challenge of design (2013) · cites this paper as Nicol 2009
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- Authors
- Nicol, D.
- Affiliations
- University of Strathclyde (GB)
- Corresponding author
- Nicol, David
- ORCID
- Nicol, David
- Venue
- Assessment & Evaluation in Higher Education
- Publisher
- Informa UK Limited
- Published
- 2009-04-29
- Volume
- 34
- Issue
- 3
- Pages
- 335-352
- ISSN
- 0260-2938 (ISSN-L)
- 1469-297X
- OpenAlex
- W2040545651
- Cited by
- 272
- References
- 30
- Citations by year
- 2026: 7 · 2025: 11 · 2024: 4 · 2023: 13 · 2022: 15 · 2021: 21 · 2020: 22 · 2019: 19 · 2018: 12 · 2017: 23 · 2016: 25 · 2015: 20 · 2014: 12 · 2013: 21 · 2012: 15
- FWCI
- 46.33
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Assessment & Evaluation in Higher Education (publishedVersion)
- Funders
- Scottish Funding Council
- Topics
- Social Sciences › Education › Student Assessment and Feedback
- Social Sciences › Education › Evaluation of Teaching Practices
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- formative assessment, feedback, student self-regulation, first-year experience, educational technology, course redesign, large cohorts, academic performance, student satisfaction, higher education assessment practices
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