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Cited by 272Student Assessment and FeedbackEvaluation of Teaching PracticesInnovative Teaching and Learning Methods

The DOI matches its Crossref record; 30 of the 30 references it cites were found in a registry or an index.

Assessment for learner self‐regulation: enhancing achievement in the first year using learning technologies

Nicol, David·2009·Assessment & Evaluation in Higher Education
DOI 10.1080/02602930802255139
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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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Show all 30 references

Research works printed but not linked: 6

  1. Arthur , N. 2006 . Using student‐generated assessment items to enhance teamwork, feedback and the learning process . Synergy: Supporting the scholarship of teaching and learning at the University of Sydney , : 21 – 3 .
  2. McInnes , C. and James , R. 1995 . First year on campus: Diversity in the initial experience of Australian undergraduates , Canberra : AGPS .
  3. Nicol , D. Principles of good assessment and feedback: Theory and practice . Paper presented at the REAP International Online Conference on Assessment Design for Learner Responsibility . May 29 , Scotland.
  4. Nicol , D. and Milligan , C. 2006 . “ Rethinking technology‐supported assessment in terms of the seven principles of good feedback practice ” . In Innovative assessment in higher education , Edited by: Bryan , C. and Clegg , K. 64 – 77 . London : Routledge .
  5. Thomas , L. , Yorke , M. and Woodrow , M. 2003 . “ Access and retention ” . In Student success in higher education , Edited by: Layer , G. 35 – 72 . Bradford : Action on Access .
  6. Tinto , V. 2005 . “ Epilogue: Moving from theory to action ” . In College retention: Formula for student success , Edited by: Seidman , A. 317 – 33 . Westport, CT : American Council on Education and Praeger Publishers .

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Metadata

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
DOI
10.1080/02602930802255139
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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