E-Assessment
E-Self-Assessment
Research on formative assessment feedback demonstrates that when students receive timely, differentiated support based on individual learning needs, including structured opportunities for self-assessment, they develop stronger capacity for self-regulated learning and greater competence in navigating complex challenges (Nicol & Macfarlane-Dick, 2006). Digital platforms can provide frameworks for reflection and track growth over time, which is critical in CBL where challenges are multifaceted and require students to assess not just final solutions but also collaborative processes, ethical considerations, and iterative development approaches. When digital technologies are thoughtfully integrated into instructional design, they can meaningfully support formative self-assessment practices that promote self-regulated learning, a finding that has been reinforced by studies examining technology-enhanced learning environments, including those developed under the pressures of emergency remote education during the COVID-19 pandemic (Rietsche et al., 2023).
Read more:
- 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, 31(2), 199–218. https://doi.org/10.1080/03075070600572090
- Rietsche, R., Duss, K., Persch, J. M., & Söllner, M. (2023). How to support students' self-regulated learning in times of crisis: An embedded technology-based intervention in blended learning pedagogies. Academy of Management Learning & Education, 22(3). https://doi.org/10.5465/amle.2022.0188