Fostering self-regulated learners in a community of quality assessment practices
Abstract:
Self-regulation has become an important field within educational research, but yet there is still little empirical research on the relation between self-regulation and assessment practices. The present paper explores how models of self-regulation and assessment can be linked through the development of metacognitive skills to improve students’ learning outcomes. Knowledge from two studies will be used as examples to illustrate how self-regulation can be fostered and linked to developing ...; [read all]
| Field | Value |
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| Description | Fostering self-regulated learners in a community of quality assessment practices / Therese Nerheim Hopfenbeck |
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| ID file | 19347 |
| Permalink | https://inapp.infoteca.it/?ids=19347 |
