Self Regulated Learning
What is self regulated learning?
Self-regulated learning is the basis of why iterative assessment supports student learning. In simple terms, Self-regulation refers to how we perceive our experiences and how we apply ourselves in response to those experiences. In self-regulated learning, learning is broken up into stages make self-regulation easier to achieve. This provides the student with a specific sequence of iterative actions that allows them to better perceive their own learning and take more control of the process. Here you’ll find a thoroughly research peer reviewed academic journal article, clearly and succinctly describing different models of self-regulated learning which can be applied in the classroom, as well as their empirical basis and their differing advantages.
Peer Feedback
What is peer feedback?
While Peer Feedback may not have an obvious application to iterative assessment, peer-feedback models built on self-regulation can be integral to iterative assessment. This is because Peer Feedback models are most effectively utilised by delineating the responsibilities of the student at every stage of the process. This is especially true, when the peer feedback process is designed as an iterative learning activity, where the student who provide the feedback take on a sequence of actions that results in self-regulated learning. In short, the secret to peer feedback is to make sure it works as a learning activity, as well as a source of feedback. In this resource, you’ll find a peer reviewed academic journal article, which provides a model for self-regulated peer feedback, as well as an exemplar of its application, and further ideas and questions to support your thinking.