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Assessment Strategies in Empowering Self-Regulated Learning in Higher Education: A Systematic Review
Abstract
Self-regulated learning (SRL) is essential to higher education. An increasing body of knowledge has attested to the significance of assessment activities in promoting SRL strategies. However, the influence of assessment practices on SRL in higher education is considered a neglected research area. Aimed to fill this gap, this paper presents a systematic review of six peer-reviewed articles focusing on the effective employment of assessment strategies to promote SRL. Five key features of the compelling interplay between assessment activities and SRL strategies were noted in the review: feedback-driven, discussion-focused, specific assessment designs that provide continuous SRL opportunities, and learning contexts that influence motivation and purpose, with educators' assessment competency as a pre-requisite for successful implementation.
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