Hvordan kan studentaktive vurderingsformer fremme selvregulert læring?

Författare

  • Ida Friestad Pedersen UIT Norges Arktiske Universitet

DOI:

https://doi.org/10.5324/njsteme.v5i1.3935

Abstract

Det er et uttalt mål at studenter skal bli selvregulerte lærere, og forskningslitteraturen trekker frem at formativ vurdering er viktig for utvikling av selvregulering. Dette konferansebidraget beskriver hvordan en formativ vurderingspraksis som kombinerte både medstudentvurderinger og egenvurdering ble gjennomført basert på prinsipper og anbefalinger fra forskningslitteraturen. Videre reflekterer teksten over denne praksisen i lys av studentenes forventninger og faglærers opplevelser, og viser hvordan en slik vurderingspraksis ivaretar anerkjente prinsipper for tilbakemeldinger som fremmer selvregulering.  

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Nedladdningar

Publicerad

2021-02-24

Nummer

Vol 5 Nr 1 (2021): Vol. 5, No. 1, MNT konferansen 2021

Sektion

MNT Konferansen - Conference submissions

Licens

Copyright (c) 2021 Ida Friestad Pedersen

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Referera så här

Pedersen, I. F. (2021). Hvordan kan studentaktive vurderingsformer fremme selvregulert læring?. Nordic Journal of STEM Education, 5(1). https://doi.org/10.5324/njsteme.v5i1.3935