Formative assessment and self‐regulated learning: a model and seven principles of good feedback practice

By David J. Nicol, Debra Macfarlane-Dick. 2006

5,515 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/13a70a59884a54788ca9f7105555ba812d027d49

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In Education

Citations in the corpus

Feeding forward: using feedback to promote student reflection and learning – a teaching model (2010, background): “Good feedback practice ‘facilitates the development of self-assessment (reflection) in learning’ (Nicol & Macfarlane-Dick, 2006, p. 207) and indicates things to build on (Hyland, 2000).”
Assessment literacy development: identifying gaps in teacher candidates’ learning (2010, neutral): “Falchikov 2003 ; Kirby and Downs 2007 ; Nicol and Macfarlane‐Dick 2006 ).”
An inventory of peer assessment diversity (2011, background): “Nicol and Macfarlane‐Dick 2006 ) or in which style (Prins, Sluijsmans, and Kirschner 2006 ) they would like to receive feedback.”
Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice (2014, background): “One of the key features in assessment for learning (formative assessment) and AaL is feedback (Hattie & Jaeger, 1998; Nicol & Macfarlane‐Dick, 2006; Sadler, 1998).”
Formative and shared assessment in higher education. Lessons learned and challenges for the future (2017, background): “This research has identified suitable general principles that guide practice (ARG 2002; CERI 2008; Gibbs and Simpson 2004–05; Nicol and Macfarlane-Dick 2006).”
Rethinking feedback practices in higher education: a peer review perspective (2014, positive): “Overall, these ﬁ ndings suggest that peer reviewing offers great promise as a method through which students might develop their capabilities as independent and self-regulated learners, seen as one of the main goals of higher education (Nicol and MacFarlane-Dick 2006; Boud and Associates 2010).”
Online self-assessment with feedback and metacognitive knowledge (2010, background): “Indeed, teachers’ feedback responses need to be interpreted, constructed and internalized by the student if they are to have a significant influence on subsequent learning ( Nicol and McFarlane-Dick 2006 ).”
The effects of diaries on self-regulation strategies of preservice science teachers (2010, background): “According to Pintrich (2000) selfregulated learning is an active, applicable process that learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior.”
How effective are self- and peer assessment of oral presentation skills compared with teachers’ assessments? (2012, background): “Despite this increased interest, formative assessment in higher education is still largely controlled by teachers (Nicol and Macfarlane-Dick, 2006).”
Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, methodology): “In other words, teachers should use self-assessment activities (Nicol & Macfarlane-Dick, 2006).”
Using learning analytics to scale the provision of personalised feedback (2019, methodology): “These models have been used as a framework to inform the principles related to the provision of feedback (Chickering & Ehrmann, 1996; Nicol & Macfarlane-Dick, 2006).”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “Fourth, SSA is related to students’ empowerment in the assessment process, which further activates their ownership of learning and use of self-regulatory strategies (Black & Wiliam, 1998; Nicol & McFarlane-Dick, 2006; Tan, 2012a; Taras, 2010).”
Peer and self assessment in massive online classes (2013, background): “Accurate, actionable feedback helps students improve their work [Nicol and Macfarlane-Dick 2006; Boud 2000].”
Student perceptions of their autonomy at University (2018, background): “A student’s ability to self-assess can be developed through iterative attempts at assessment, where the ability to self-assess represents a transition from dependent tutor-led learning to independent lifelong learning (Nicol and Macfarlane-Dick 2006; Morrell 2014).”
Towards a personal best: a case for introducing ipsative assessment in higher education (2011, background): “Nicol & Macfarlane-Dick (2006) argue that examination regimes often only allow one or limited resubmission so that learners who might benefit from more iterations of learning will hit a wall of failure before reaching the standard required.”
Where learning starts? A framework for thinking about lectures in university mathematics (2010, background): “[34]), but despite general recognition of the importance of feedback [35], this form is rarely remarked on in the HE teaching literature ([21,36]; though cf.”