Designing assessment for autonomous learning
##plugins.themes.bootstrap3.article.sidebar##
##plugins.themes.bootstrap3.article.main##
Abstract
This article aims to disseminate and evaluate an autonomous learning framework developed through collaborative research with level 4 and 5 undergraduate students at De Montfort University. Central to the framework is the involvement of students in the assessment of their peers and themselves using dialogue about the assessment and feedback of embodied and ephemeral outputs.
The research is practice-based and includes the evaluation of published literature concerned with self and peer assessment; action learning and research; and interpretation as it is considered in phenomenological hermeneutics.
The autonomous learning framework addresses the issue of student dependence on the tutor for feedback on embodied and ephemeral assessment outputs and develops students’ understanding of assessment criteria and mark descriptors. Integral to the autonomous learning framework is the development of reflexive and meta-cognitive learning and emotional intelligence. This is achieved through the incorporation and combination of self-assessment; learning sets; tutor assessment and feedback; video; and dialogue.
The paper concludes with an evaluation of assessment design in relation to the promotion of autonomous learning.
##plugins.themes.bootstrap3.article.details##
Proposed Policy for Journals That Offer Delayed Open Access
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication, with the work for one year after publication simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).