nach oben

Educational Assessment, Evaluation and Accountability

Erschienen in:

17.09.2015

Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments

verfasst von: Anne Roth, Sabine Ogrin, Bernhard Schmitz

Erschienen in: Educational Assessment, Evaluation and Accountability | Ausgabe 3/2016

Einloggen

Aktivieren Sie unsere intelligente Suche, um passende Fachinhalte oder Patente zu finden.

search-config

KI-gestützte Suche

Aus

Abstract

The growing interest in the field of learning strategies has led to an increasing number of studies and, with that, the development of numerous instruments to measure the use of self-regulated learning (SRL) strategies. Due to the complexity of this research field, the types of assessment methods are diverse. For this reason, we conducted a systematic review of self-report instruments that measure SRL in higher education and highlight their main characteristics. In doing so, we applied the general principles of systematic reviewing—we conducted a systematic search of established psychological and educational databases with previously defined inclusion criteria and applied a multistage filtering process. In an additional step, we examined a subsample of nine established instruments in terms of their implementation characteristics, psychometric properties, and additional characteristics. The results illustrate the distribution of self-report instruments used in higher education and point to a growing use of course- or domain-specific questionnaires over the past decades as well as a lack of emotional and motivational regulation scales.

Vorheriger Artikel Why use learning outcomes in higher education? Exploring the grounds for academic resistance and reclaiming the value of unexpected learning

Nächster Artikel Teacher assessment literacy: a review of international standards and measures

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Online-Abonnement

Mit Springer Professional "Wirtschaft+Technik" erhalten Sie Zugriff auf:

über 102.000 Bücher
über 537 Zeitschriften

aus folgenden Fachgebieten:

Automobil + Motoren
Bauwesen + Immobilien
Business IT + Informatik
Elektrotechnik + Elektronik
Energie + Nachhaltigkeit
Finance + Banking
Management + Führung
Marketing + Vertrieb
Maschinenbau + Werkstoffe
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Springer Professional "Wirtschaft"

Online-Abonnement

Mit Springer Professional "Wirtschaft" erhalten Sie Zugriff auf:

über 67.000 Bücher
über 340 Zeitschriften

aus folgenden Fachgebieten:

Bauwesen + Immobilien
Business IT + Informatik
Finance + Banking
Management + Führung
Marketing + Vertrieb
Versicherung + Risiko

Jetzt Wissensvorsprung sichern!

Jetzt informieren

Artelt, C. (2000a). Strategisches Lernen [Strategically learning]. Münster, Germany: Waxmann.

Artelt, C. (2000b). Wie prädiktiv sind retrospektive Selbstberichte über den Gebrauch von Lernstrategien für strategisches Lernen? [How predictive are self-reported strategies for their actual use?]. Zeitschrift für Pädagogische Psychologie, 14(2/3), 72–84.CrossRef

Azevedo, R., Cromley, J. G., & Seibert, D. (2004a). Does adaptive scaffolding facilitate students’ ability to regulate their learning with hypermedia? Contemporary Educational Psychology, 29, 344–370.CrossRef

Azevedo, R., Guthrie, J. T., & Seibert, D. (2004b). The role of self-regulated learning in fostering students’ conceptual understanding of complex systems with hypermedia. Journal of Educational Computing Research, 30(1), 87–111.CrossRef

Barnard, L., Paton, V. O., & Lan, W. Y. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. International Review of Research in Open and Distance Learning, 9(2), 1–11.

Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11, 61–79.

Bartholomew, K., Henderson, A. J. Z., & Marcia, J. E. (2000). Coded semi-structured interviews in social psychological research. In H. T. Reis & C. M. Judd (Eds.), Handbook of research methods in social psychology (pp. 286–312). Cambridge, MA: Cambridge University Press.

Bembenutty, H., & Karabenick, S. A. (1998). Academic delay of gratification. Learning and Individual Differences, 10(4), 329–346.CrossRef

Boekaerts, M. (1999). Self-regulated learning: where we are today. International Journal of Educational Research, 31, 445–457.CrossRef

Boekaerts, M., & Cascallar, E. (2006). How far have we moved toward the integration of theory and practice in self-regulation? Educational Psychology Review, 18(3), 199–210.CrossRef

Boekaerts, M., & Corno, L. (2005). Self-regulation in the classroom: a perspective on assessment and intervention. Applied Psychology: An International Review, 54, 199–231.CrossRef

Bowling, A. (2005). Mode of questionnaire administration can have serious effects on data quality. Journal of Public Health, 27(3), 281–291.CrossRef

Branch, J. L. (2000). Investigating the information-seeking processes of adolescents: the value of using think alouds and think afters. Library & Information Science Research, 22(4), 371–392.CrossRef

Busato, V. V., Prins, F. J., Elshout, J. J., & Hamaker, C. (1998). Learning styles: a cross‐sectional and longitudinal study in higher education. British Journal of Educational Psychology, 68(3), 427–441.CrossRef

Çalişkan, S., & Selçuk, G. (2010). Pre-service teachers’ use of self-regulation strategies in physics problem solving: effects of gender and academic achievement. International Journal of Physical Sciences, 5(12), 1926–1938.

Cohen, L., Manion, L., & Morrison, K. (2000). Research methods in education. London: Routledge.CrossRef

Desoete, A., Roeyers, H., & De Clercq, A. (2003). Can offline metacognition enhance mathematical problem solving? Journal of Educational Psychology, 95, 188–200.CrossRef

Dinsmore, D. L., Alexander, P. A., & Loughlin, S. M. (2008). Focusing the conceptual lens on metacognition, self-regulation, and self-regulated learning. Educational Psychology Review, 20(4), 391–409.CrossRef

Dresel, M., Schmitz, B., Schober, B., Spiel, C., Ziegler, A., Engelschalk, T., Steuer, G. (2014). Competencies for successful self-regulated learning in higher education: Structural model and empirical evidence from expert interviews. Manuscript submitted for publication.

Entwistle, N., Tait, H., & McCune, V. (2000). Patterns of response to approaches to studying inventory across contrasting groups and contexts. European Journal of Psychology of Education, 15, 33–48.CrossRef

Ericsson, K. A., & Simon, H. A. (1980). Verbal reports as data. Psychological Review, 87, 215–251.CrossRef

Floden, R. E. (1981). The logic of information-processing psychology in education. In D. C. Berliner (Ed.), Review of research in education (Vol. 9, pp. 75–109). Washington, DC: American Educational Research Association.

Garavalia, L. S., & Gredler, M. E. (2002). Prior achievement, aptitude, and use of learning strategies as predictors of college student achievement. College Student Journal, 36(4), 616–625.

Gredler, M. E., & Schwartz, L. S. (1997). Factorial structure of the self-efficacy for self-regulated learning scale. Psychological Reports, 81, 51–57.CrossRef

Greene, J. A., Hutchison, L. A., Costa, L. J., & Crompton, H. (2012). Investigating how college students’ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic. Contemporary Educational Psychology, 37, 307–320.CrossRef

Hadwin, A. F., Winne, P. H., Stockley, D. B., Nesbit, J. C., & Woszczyna, C. (2001). Context moderates learners’ self-reports about how they study. Journal of Educational Psychology, 39(3), 477–487.CrossRef

Hodges, C. B. (2009). Self-regulation of learners in an asynchronous university math course. Quarterly Review of Distance Education, 10(2), 233–237.

Hong, E. (1998). Differential stability of state and trait self-regulation in academic performance. The Journal of Educational Research, 91(3), 148–159.CrossRef

Humphrey, N., Kalambouka, A., Wigelsworth, M., Lendrum, A., Deighton, J., & Wolpert, M. (2011). Measures of social and emotional skills for children and young people: a systematic review. Educational and Psychological Measurement, 71, 617–637.CrossRef

Jamieson-Noel, D., & Winne, P. H. (2003). Comparing self-reports to traces of studying behavior as representations of students’ studying and achievement. Zeitschrift für Pädagogische Psychologie, 17(3), 159–171.CrossRef

Kitsantas, A. (2002). Test preparation and performance: a self-regulatory analysis. Journal of Experimental Education, 70(2), 101–113.CrossRef

Kitsantas, A., Kitsantas, P., & Kitsantas, T. (2012). Assessing college student interest in math and/or computer science in across-national sample using classification and regression trees. The International Education Journal: Comparative Perspectives, 11(2), 45–62.

Kitsantas, A., & Zimmerman, B. J. (2009). College students’ homework and academic achievement: the mediating role of self-regulatory beliefs. Metacognition and Learning, 4(2), 97–110.CrossRef

Klug, J., Jöstl, G., Pichler, M., Schober, B., Spiel, C., Dresel, M., Schmitz, B., & Ziegler, A. (2014). The PRO SRL Project—Assessing University Students’ SRL-Competencies in a multi-method-multi-informant approach. Madrid, Spain: Paper presented at the EARLI SIG 1 Meeting.

Klug, J., Ogrin, S., Keller, S., Ihringer, A., & Schmitz, B. (2011). A plea for self-regulated learning as a process: modelling, measuring and intervening. Psychological Test and Assessment Modeling, 53, 51–72.

Knowles, M. S. (1975). Self-directed learning. New York: Association Press.

Kurbanoglu, S. S. (2003). Self-efficacy: a concept closely linked to information literacy and lifelong learning. Journal of Documentation, 59(6), 635–646.CrossRef

Lawanto, O., Butler, D., Cartier, S. C., Santoso, H. B., Goodridge, W., Lawanto, K. N., & Clark, D. (2013). Pattern of task interpretation and self-regulated learning strategies of high school students and college freshmen during an engineering design project. Journal of STEM Education: Innovations & Research, 14(4), 15–27.

Levesque, C., Zuehlke, A. N., Stanek, L. R., & Ryan, R. M. (2004). Autonomy and competence in German and American university students: a comparative study based on self-determination theory. Journal of Educational Psychology, 96(1), 68.CrossRef

Lew, M. D., & Schmidt, H. G. (2011). Self-reflection and academic performance: is there a relationship? Advances in Health Sciences Education, 16(4), 529–45.CrossRef

Ley, K., & Young, D. B. (1998). Self-regulation behaviors in underprepared (developmental) and regular admission college students. Contemporary Educational Psychology, 23(1), 42–64.CrossRef

Lompscher, J. (1996). Erfassung von Lernstrategien auf der Reflexionsebene [Assessment of learning strategies on the reflection level]. Empirische Pädagogik, 10, 245–275.

Lonka, K., Olkinuora, E., & Mäkinen, J. (2004). Aspects and prospects of measuring studying and learning in higher education. Educational Psychology Review, 16(4), 301–323.CrossRef

Lopez, E. J., Nandagopal, K., Shavelson, R. J., Szu, E., & Penn, J. (2013). Self-regulated learning study strategies and academic performance in undergraduate organic chemistry: an investigation examining ethnically diverse students. Journal of Research in Science Teaching, 50, 660–676.CrossRef

Loyens, S. M., Magda, J., & Rikers, R. M. (2008). Self-directed learning in problem-based learning and its relationships with self-regulated learning. Educational Psychology Review, 20(4), 411–427.CrossRef

Magno, C. (2009a). Developing and assessing self-regulated learning. The Assessment Handbook: Continuing Education Program, 1, 26–42.

Magno, C. (2009b). Self-regulation and approaches to learning in English composition writing. TESOL Journal, 1, 1–16.

Magno, C. (2010). Assessing academic self-regulated learning among Filipino college students: the factor structure and item fit. The International Journal of Educational and Psychological Assessment, 5, 61–76.

Magno, C. (2011a). The predictive validity of the academic self-regulated learning scale. The International Journal of Educational and Psychological Assessment, 9(1), 48–56.

Magno, C. (2011b). Validating the academic self-regulated learning scale with the motivated strategies for learning questionnaire (MSLQ) and learning and study strategies inventory (LASSI). The International Journal of Educational and Psychological Assessment, 7(2), 56–73.

Marton, F., & Säljö, R. (1976). On qualitative differences in learning: I. Outcome and process. British Journal of Educational Psychology, 46(1), 4–11.CrossRef

McDaniel, M. A., Hartman, N. S., Whetzel, D. L., & Grubb, W. L., III. (2007). Situational judgment tests, response instructions, and validity: A meta-analysis. Personnel Psychology, 60, 63–91.CrossRef

McDaniel, M. A., Morgeson, F. P., Finnegan, E. B., Campion, M. A., & Braverman, E. P. (2001). Use of situational judgment tests to predict job performance: a clarification of the literature. Journal of Applied Psychology, 86, 730–740.CrossRef

Motowidlo, S. J., & Tippins, N. (1993). Further studies of the low-fidelity simulation in the form of a situational inventory. Journal of Occupational and Organizational Psychology, 66, 337–344.CrossRef

Muis, K. R., Winne, P. H., & Jamieson-Noel, D. (2007). Using a multitrait-multimethod analysis to examine conceptual similarities of three self-regulated learning inventories. British Journal of Educational Psychology, 77(1), 177–195.CrossRef

Ning, H. K., & Downing, K. (2010). The reciprocal relationship between motivation and self-regulation: a longitudinal study on academic performance. Learning and Individual Differences, 20(6), 682–686.CrossRef

Nückles, M., Schwonke, R., Berthold, K., & Renkl, A. (2004). The use of public learning diaries in blended learning. Journal of Educational Media, 29, 49–66.CrossRef

Peverly, S. T., Brobst, K. E., Graham, M., & Shaw, R. (2003). College adults are not good at self-regulation: a study on the relationship of self-regulation, note taking, and test taking. Journal of Educational Psychology, 95, 335–346.CrossRef

Pintrich, P. R. (1999). The role of motivation in promoting and sustaining self-regulated learning. International Journal of Educational Research, 31, 459–470.CrossRef

Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 452–502). San Diego, CA: Academic.

Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407.CrossRef

Pintrich, P. R., & Garcia, T. (1994). Self-regulated learning in college students: Knowledge, strategies, and motivation. In P. R. Pintrich, D. R. Brown, & C. E. Weinstein (Eds.), Student motivation, cognition, and learning (pp. 113–133). Hillsdale, NJ: Erlbaum.

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1991). A manual for the use of the motivated strategies for learning questionnaire (MSLQ). Ann Arbor: University of Michigan, National Center for Research to Improve Postsecondary Teaching and Learning.

Pintrich, P. R., Smith, D. A. F., Garcia, T., & McKeachie, W. J. (1993). Reliability and predictive validity of the motivated strategies for learning questionnaire (MSLQ). Educational and Psychological Measurement, 53, 801–813.CrossRef

Pintrich, P. R., Wolters, C. A., & Baxter, G. P. (2000). Assessing metacognition and self-regulated learning. In G. Schraw & J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 43–97). Lincoln, NE: Buros Institute of Mental Measurements.

Pintrich, P. R., Zusho, A., Schiefele, U., & Pekrun, R. (2001). Goal orientation and self-regulated learning in the college classroom: A cross-cultural comparison. In F. Salili, C. Y. Chiu, & Y. Y. Hong (Eds.), Student motivation. The culture and context of learning (pp. 149–169). New York, NY: Kluwer/Plenum.

Prevatt, F., Petscher, Y., Proctor, B. E., Hurst, A., & Adams, K. (2006). The revised learning and study strategies inventory. An evaluation of competing models. Educational and Psychological Measurement, 66(3), 448–458.

Robbins, S. B., Lauver, K., Le, H., Davis, D., Langley, R., & Carlstrom, A. (2004). Do psychological and study skill factors predict college outcome? Psychological Bulletin, 130, 261–288.CrossRef

Salamonson, Y., Everett, B., Koch, J., Wilson, I., & Davidson, P. M. (2009). Learning strategies of first year nursing and medical students: a comparative study. International Journal of Nursing Studies, 46(12), 1541–1547.CrossRef

Schatteman, A., Carette, E., Couder, J., & Eisendrath, H. (1997). Understanding the effects of a process-orientated instruction in the first year of university by investigating learning style characteristics. Educational Psychology, 17(1–2), 111–125.CrossRef

Schiefele, U., & Wild, K. P. (1994). Lernstrategien im Studium: Ergebnisse zur Faktorenstruktur und Reliabilität eines neuen Fragebogens [Learning strategies of university students: Factor structure and reliability of a new questionnaire]. Zeitschrift für Differentielle und Diagnostische Psychologie, 15, 185–200.

Schmidt, K., Allgaier, A., Lachner, A., Björn, S., Rey, S., Frömmel, C., & Nückles, M. (2011). Diagnostik und Förderung selbstregulierten Lernens durch Self-Monitoring-Tagebücher [How to diagnose and improve self-regulated learning with self-monitoring protocols]. Zeitschrift für Hochschulentwicklung, 6(3), 246–269.

Schmitz, B., Klug, J., & Schmidt, M. (2011). Assessing self-regulated learning using diary measures with university students. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 251–266). New York, NY: Routledge.

Schmitz, B., & Perels, F. (2011). Self-monitoring of self-regulation during math homework behaviour using standardized diaries. Metacognition and Learning, 6, 255–273.CrossRef

Schmitz, B., & Wiese, B. S. (1999). Eine Prozeßstudie selbstregulierten Lernverhaltens im Kontext aktueller affektiver und motivationaler Faktoren [A process study of self-regulated learning behavior in the context of motivational and emotional states]. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 31, 157–170.CrossRef

Schmitz, B., & Wiese, B. S. (2006). New perspectives for the evaluation of training sessions in self-regulated learning: time-series analyses of diary data. Contemporary Educational Psychology, 31, 64–96.CrossRef

Schütte, M., Wirth, J., & Leutner, D. (2012). Lernstrategische Teilkompetenzen für das selbstregulierte Lernen aus Sachtexten [Learning competencies required for self-regulated learning with expository texts]. Psychologische Rundschau, 63(1), 26–33.CrossRef

Sitzmann, T., & Ely, K. (2011). A meta-analysis of self-regulated learning in work-related training and educational attainment: what we know and where we need to go. Psychological Bulletin, 137, 421–442.CrossRef

Song, H. S., Kalet, A. L., & Plass, J. L. (2011). Assessing medical students’ self-regulation as aptitude in computer-based learning. Advances in Health Sciences Education, 16(1), 97–107.CrossRef

Spörer, N., & Brunstein, J. C. (2006). Erfassung selbstregulierten Lernens mit Selbstberichtsverfahren [Assessing self-regulated learning with self-report measures: A state-of-the-art review]. Zeitschrift für Pädagogische Psychologie, 20(3), 147–160.CrossRef

Torgerson, C. J. (2006). Publication bias: the Achilles’ heel of systematic reviews? British Journal of Educational Studies, 54, 89–102.CrossRef

Usta, E. (2011). The examination of online self-regulated learning skills in web-based learning environments in terms of different variables. Turkish Online Journal of Educational Technology, 10(3), 278–286.

Van Eekelen, I. M., Boshuizen, H. P. A., & Vermunt, J. D. (2005). Self-regulation in higher education teacher learning. Higher Education, 50, 447–471.CrossRef

Varner, D., & Peck, S. R. (2003). Learning from learning journals: the benefits and challenges of using learning journal assignments. Journal of Management Education, 27(1), 52–77.CrossRef

Vermunt, J. D. (1998). The regulation of constructive learning processes. British Journal of Educational Psychology, 68(2), 149–171.CrossRef

Ward, L., & Traweek, D. (1993). Application of a metacognitive strategy to assessment, intervention, and consultation: A think-aloud technique. Journal of School Psychology, 31, 469–485.CrossRef

Weekley, J. A., & Jones, C. (1999). Further studies of situational tests. Personnel Psychology, 52, 679–700.CrossRef

Weinstein, C. E., & Palmer, D. R. (2002). Learning and study strategies inventory LASSI user’s manual (2nd ed.). Clearwater, FL: H & H.

Weinstein, C. E., Schulte, A., & Palmer, D. R. (1987). The learning and study strategies inventory. Clearwater, FL: H & H.

Winne, P. H. (2014). Issues in researching self-regulated learning as patterns of events. Metacognition and Learning, 9(2), 229–237.CrossRef

Winne, P. H., Jamieson-Noel, D., & Muis, K. (2004). Methodological issues and advances in researching tactics, strategies, and self-regulated learning. New Directions in Measures and Methods, 12, 121–155.

Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531–566). San Diego, CA: Academic.CrossRef

Wirth, J., & Leutner, D. (2008). Self-regulated learning as a competence. Implications of theoretical models for assessment methods. Zeitschrift für Psychologie, 216, 102–110.CrossRef

Wolpert, M., Aitken, J., Syrad, H., Munroe, M., Saddington, C., Trustam, E., & Croudace, T. (2009). Review and recommendations for national policy for England for the use of mental health outcome measures with children and young people (DCSF Research Report 2008/56). Nottingham, England: DCSF.

Wolters, C. A. (1998). Self-regulated learning and college students’ regulation of motivation. Journal of Educational Psychology, 90(2), 224–235.CrossRef

Yip, M. C. W. (2009). Differences between high and low academic achieving university students in learning and study strategies: a further investigation. Educational Research and Evaluation, 15(6), 561–570.CrossRef

Yip, W. K., Mordiffi, S. Z., & Ang, E. (2012). Reliability, validity and feasibility of quality of life instruments for adult patients with cancer undergoing chemotherapy: result from a systematic review. International Journal of Evidence-Based Healthcare, 10, 27–52.CrossRef

Young, D., & Ley, K. (2005). Developmental college student self-regulation: results from two measures. Journal of College Reading and Learning, 36(1), 60–80.CrossRef

Zimmerman, B. J. (1986). Development of self-regulated learning: which are the key subprocesses? Contemporary Educational Psychology, 11, 307–313.CrossRef

Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic.CrossRef

Zimmerman, B. J. (2008). Investigating self-regulation and motivation: historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183.CrossRef

Zimmerman, B., & Kitsantas, A. (2007). Reliability and validity of self-efficacy for learning form (SELF) scores of college students. Zeitschrift für Psychologie, 215(3), 157–163.CrossRef

Zimmerman, B. J., & Martinez-Pons, M. (1986). Development of a structured interview for assessing student use of self-regulated learning strategies. American Educational Research Journal, 23, 614–628.CrossRef

Zimmerman, B. J., & Martinez-Pons, M. (1988). Construct validation of a strategy model of student self-regulated learning. Journal of Educational Psychology, 88, 284–290.CrossRef

Titel: Assessing self-regulated learning in higher education: a systematic literature review of self-report instruments
verfasst von: Anne Roth
Sabine Ogrin
Bernhard Schmitz
Publikationsdatum: 17.09.2015
Verlag: Springer Netherlands
Erschienen in: Educational Assessment, Evaluation and Accountability / Ausgabe 3/2016
Print ISSN: 1874-8597
Elektronische ISSN: 1874-8600
DOI: https://doi.org/10.1007/s11092-015-9229-2

Springer Professional

Abstract

Bitte loggen Sie sich ein, um Zugang zu Ihrer Lizenz zu erhalten.

Sie haben noch keine Lizenz? Dann Informieren Sie sich jetzt über unsere Produkte:

Springer Professional "Wirtschaft+Technik"

Springer Professional "Wirtschaft"

Weitere Artikel der Ausgabe 3/2016

Assessment in education—from early childhood to higher education

Teacher assessment literacy: a review of international standards and measures

Towards a framework for the validation of early childhood assessment systems

Why use learning outcomes in higher education? Exploring the grounds for academic resistance and reclaiming the value of unexpected learning

Premium Partner