Re-thinking computer-assisted assessment practices in
relation to the development of self-regulated learning

This paper examines the landscape of computer-assisted assessment (CAA) practices in the light of recent conceptualisations of formative assessment and feedback (see Nicol & Macfarlane-Dick, 2005). It is assumed that the purpose of assessment in higher education is to develop learner self-regulation and that feedback (tutor, peer and self-generated) can help support this development. Self-regulated learning (SRL) refers to the active control by students of aspects of their own learning (Zimmerman & Schunk, 2001). The paper takes a broad approach to computer-assisted assessment - it goes beyond a simple analysis of automated marking and feedback using online objective tests. It explores how e-tools might support the development of self-regulation across a variety of assessment contexts wherein face-to-face and online learning are integrated. Examples include the assessment of written work (essays, reports), online discussions, group working, problem-solving exercises and personal development planning. It is argued that e-tools are effective when they are allied to assessment approaches that enhance the students' ability to generate internal feedback against standards and to self-regulate thinking (e.g. learning strategies) and behavioural outputs.

Nicol, D, J. & Macfarlane-Dick (2005), Formative assessment and self-regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education. [accepted for publication]

Zimmerman, B.J. & Schunk, D.H. (2001) Self-regulated learning and academic achievement: theoretical perspectives (Lawrence Erlbaum Associates, New Jersey).