The document discusses formative assessment and self-assessment in distance education. It notes that self-assessment provides timely feedback to distance students and involves them in evaluating their own learning. Self-assessment fosters reflection and positive self-efficacy. Effective formative assessment clarifies expectations, encourages self-assessment and reflection, provides high-quality feedback to students, and helps teachers improve instruction.

1. Adaptive formative
assessment
Open Educational Resources
tasks offered as

2. 80% of students study by distance
1500 quizzes per trimester
University of New England

3. Self-assessment is an effective way of providing timely
feedback to distance education students and has the
added benefit of involving students in making
judgments about their learning. It is mostly used as
formative assessment to cultivate reflection on one’s
achievements or identify areas of improvement.
(Boud & Falchikov, 1989)

4. Self-assessment is an under utilised form of assessment
that fosters reflection and develops a positive sense of
self-efficacy. Self-assessment plays an important role by
encouraging students to view their work as an ongoing
source of learning. This assists them to develop as
independent and autonomous learners (Challis, 2005).

5. • helps clarify what good performance is (goals, criteria, expected
standards)
• facilitates the development of self-assessment (reflection)
in learning
• delivers high quality information to students about their learning
• encourages teacher and peer dialogue around learning
• encourages positive motivational beliefs and self-esteem
• provides information to teachers that can be used to help shape
teaching
• provides opportunities to close the gap between current
and desired performance
Macfarlane-Dick (2006) have identified seven principles of good practice
for formative assessment based on their model of self-regulated learning
and feedback.

7. bit.ly/OagbbZ

11. What do you think?

12. Understanding

13. Trimester 1 2013 PAIS101

14. Trimester 3 2013 PAIS101

15. Trimester 1 2014 PAIS101

16. Trimester 2 2013 MICR220

17. Trimester 2 2013 SOCY333

18. Self-efficacy

19. Trimester 1 2013 PAIS101

20. Trimester 3 2013 PAIS101

21. Trimester 1 2014 PAIS101

22. Trimester 2 2013 MICR220

23. Trimester 2 2013 SOCY333

24. Other Units

25. Trimester 1 2013 PAIS101

26. Trimester 3 2013 PAIS101

27. Trimester 2 2013 MICR220

28. Trimester 2 2013 SOCY333

29. Positive Aspect

31. A key recommendation of the JISC-funded OER Impact
Study (2011):
“Funding work that makes OER produced by universities in
particular easier to find will have a substantial positive
impact on reuse”.
(White & Manton, 2011)
UNESCO Paris Declaration at the World Open Educational
Resources (OER) Congress:
“Improve both cost-efficiency and quality of teaching and
learning outcomes through greater use of OER” (UNESCO,
2012)
Open
Educational
Resources

36. References
Boud, D. & Falchikov, N. (1989). Quantitative studies of self-assessment in higher
education: a critical analysis of findings, Higher Education, 18, pp. 529-549.
Atkins, D. E., Brown, J. S., & Hammond, A. L. (2007). A Review of the Open
Educational Resources (OER) Movement: Achievements, Challenges, and new
Opportunities. Menlo Park, CA: The William and Flora Hewlett Foundation.
White, D. & Manton, M. (2011). JISC-funded OER Impact Study, University of Oxford.
UNESCO. (2012). Paris Declaration. World Open Educational Reources (OER)
Congress
Challis,D. (2005) Committing to quality learning through adaptive online
assessment, Assessment & Evaluation in Higher Education, 30(5): 519-527
Nicol, D.J & Macfarlane-Dick, D. (2006). Formative Assessment and Self-
Regulated Learning: A Model and Seven Principles of Good Feedback Practice.
Studies in Higher Education, vol. 31, no. 2, pp. 199 - 218.