A self-regulatory approach to assessment in higher education: A resource for the Sector

Stephen Rutherford, Carol Evans, Sheila L Amici-Dargan, Karl Donert, Manuel João Costa , Rafael de Miguel González

Research output: Contribution to conferenceConference Paperpeer-review


Students’ self-regulatory capacity impacts how well they do in higher education and their future careers (Bjork et al.,
2013). Graduate outcomes typically focus around students becoming independent ‘life-long’ learners. Key to this
outcome is supporting students to graduate being able to evaluate their own outputs, and to critique their own
strengths and weaknesses (Schneider & Preckel, 2017). Empowering students to be self-regulatory can be supported
through effective, inclusive feedback practices (Sadler, 1989; 2017). Designing assessment methods, and the
feedback involved in developing the skills involved in those assessments, is integral to this developmental process of
self-regulation in students. However, the complexity of self-regulation and the many constructs related to it, makes
translation of research into practice complex (Jansen et al., 2019). This session presents an evaluation and synthesis
of the literature around self-regulation in assessment, and presents a resource that focuses on accessible themes for
educators in HE.

The resource discussed in this presentation is one of a developing series of outputs for the ‘EAT-Erasmus’ project.
EAT-Erasmus is a 3-year EU-funded (Erasmus+) programme across 6 institutions in 5 countries. The project aims to
design resources and activities to support staff in the delivery of effective and impactful assessments across a range
of national contexts. As an initial output, we have undertaken a synthesis of the literature in the field of selfregulation in assessment.
This report, “A Self-Regulatory Approach to Assessment in Higher Education”, has been
designed as a resource-bank for colleagues within the HE sector, and will lead to a range of outputs for the project
as a whole – all of which will be shared openly with colleagues internationally.

Our report focuses on: The importance of self-regulation in assessment; creating conditions to support self regulated learning;
developing high level self-regulatory skills; developing an integrated approach to self-regulated
learning. We also summarise 25 papers as case studies for embedding self-regulation in assessment processes. We
hope that this resource will act as an encyclopaedic bank of research and scholarship related to self-regulation in
This presentation will focus on introducing the report, and the key factors that lead to successful development of
self-assessment strategies. From models of self-regulation, to frameworks to evaluate practices, to examples of
effective assessments, we will introduce the opportunities for colleagues to embed straightforward practices into
their own assessment strategies. We will also briefly introduce the EAT-Erasmus project, and opportunities for
colleagues across all national sectors, to become involved.

Key References
Bjork, R.A., Dunlosky, J. & Kornell, K. (2013). Self-Regulated Learning: Beliefs, Techniques, and Illusions, Annual
Review of Psychology, 64, 16.1–16.28
Jansen, R. S., van Leeuwen, A., Janssen, J., Jak, S., & Kester, L. (2019). Self-regulated learning partially mediates the
effect of self-regulated learning interventions on achievement in higher education: A meta-analysis.
Educational Research Review, 28, 1-20.
Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–
144. https://doi.org/10.1007/BF00117714
Sadler, D. R. (2017). Academic achievement standards and quality assurance. Quality in Higher Education, 23(2), 81–
99. https://doi.org/10.1080/13538322.2017.1356614
Schneider, M., & Preckel, F. (2017). Variables associated with achievement in higher education: A systematic review
of meta-analyses. Psychology Bulletin, 143(6), 565-600. doi: 10.1037/bul0000098
Original languageEnglish
Publication statusPublished - 2022
EventAHE conference 2022 - manchester, United Kingdom
Duration: 20 Jun 202224 Jun 2022


ConferenceAHE conference 2022
Country/TerritoryUnited Kingdom


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