000134910 001__ 134910
000134910 005__ 20260217205516.0
000134910 0247_ $$2doi$$a10.3389/fpsyg.2024.1357939
000134910 0248_ $$2sideral$$a138419
000134910 037__ $$aART-2024-138419
000134910 041__ $$aeng
000134910 100__ $$aEvans, Carol
000134910 245__ $$aDeveloping a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education
000134910 260__ $$c2024
000134910 5060_ $$aAccess copy available to the general public$$fUnrestricted
000134910 5203_ $$aIntroduction: Students need to acquire high level self-regulatory skills if they are to be successful within higher education, and academics need support in facilitating this. In this article we explore how the current research gap between knowledge of self-regulatory assessment and feedback (SRAF) practices, and academics’ professional training in it can be bridged.
Methods: SRAF tools were used with academics to explore their understandings of and training needs in SRAF; central to this work was the development of a SRAF scale. We consider the value of such tools in supporting academics’ professional development needs in SRAF. The reliability and validity of the SRAF scale was tested using exploratory factor analyses (EFA).
Results: Iterative EFA resulted in a 17 item support required SRAF scale (SR). Two underpinning factors: Creating the Conditions for SRAF, and Supporting Students’ SRAF Skills Development were identified. The reliability of the instrument supported its primary use as a tool to facilitate academics’ professional development in fostering students’ self-regulatory skills.
Discussion: Our findings highlight the importance of supporting academics in developing strategies to maximize students’ metacognitive skills and motivation in assessment and feedback, contingent on effective assessment design. Such professional development needs to be mindful of individual and contextual factors impacting academics’ access to, and confidence and competence in, using SRAF in practice. This research is important in highlighting potential disconnects between where academics’ focus their attention in assessment, and what is known to have most impact on student learning success. The SRAF tools have considerable potential in supporting translation of theory into practice as part of sustained professional development for academics in higher education.
000134910 540__ $$9info:eu-repo/semantics/openAccess$$aby$$uhttps://creativecommons.org/licenses/by/4.0/deed.es
000134910 590__ $$a2.9$$b2024
000134910 592__ $$a0.872$$b2024
000134910 591__ $$aPSYCHOLOGY, MULTIDISCIPLINARY$$b45 / 223 = 0.202$$c2024$$dQ1$$eT1
000134910 593__ $$aPsychology (miscellaneous)$$c2024$$dQ2
000134910 594__ $$a6.3$$b2024
000134910 655_4 $$ainfo:eu-repo/semantics/article$$vinfo:eu-repo/semantics/publishedVersion
000134910 700__ $$aKay, William
000134910 700__ $$aAmici-Dargan, Sheila
000134910 700__ $$0(orcid)0000-0002-9347-5296$$aMiguel González, Rafael Pablo$$uUniversidad de Zaragoza
000134910 700__ $$aDonert, Karl
000134910 700__ $$aRutherford, Stephen
000134910 7102_ $$14013$$2210$$aUniversidad de Zaragoza$$bDpto. Didácticas Específicas$$cÁrea Didáctica Ciencias Socia.
000134910 773__ $$g15 (2024), [20 pp.]$$pFront. psychol.$$tFrontiers in Psychology$$x1664-1078
000134910 8564_ $$s2329291$$uhttps://zaguan.unizar.es/record/134910/files/texto_completo.pdf$$yVersión publicada
000134910 8564_ $$s2055027$$uhttps://zaguan.unizar.es/record/134910/files/texto_completo.jpg?subformat=icon$$xicon$$yVersión publicada
000134910 909CO $$ooai:zaguan.unizar.es:134910$$particulos$$pdriver
000134910 951__ $$a2026-02-17-20:26:58
000134910 980__ $$aARTICLE