{"id":46,"date":"2018-08-03T09:13:44","date_gmt":"2018-08-03T09:13:44","guid":{"rendered":"https:\/\/blogs.kcl.ac.uk\/aflkings\/?page_id=46"},"modified":"2022-04-21T09:11:48","modified_gmt":"2022-04-21T09:11:48","slug":"students-directing-their-own-learning","status":"publish","type":"page","link":"https:\/\/blogs.kcl.ac.uk\/aflkings\/students-directing-their-own-learning\/","title":{"rendered":"Self-directed learning"},"content":{"rendered":"

Assessment for Learning emphasises empowering learners to be judges of their own work and their own learning progress.<\/strong> This requires a level of metacognition, reflection and whole-person learning. Whether this is conceptualised as a more instrumental autonomy<\/strong> (taking responsibility for one\u2019s own learning) or\u00a0a more sociological\u00a0agency,<\/strong> self-efficacy and reflexivity is\u00a0fostered through opportunities to assess others and oneself (Falchikov, 2013)<\/a>.<\/p>\n

Executive functions such as time management<\/strong> and understanding academic discourse<\/strong> are all examples of skills students need\u00a0(and need help to develop) in addition to disciplinary knowledge\u00a0in order to\u00a0perform well in assessment and get the most of out their degree. Too much summative assessment and too little formative can make students take instrumental approaches, or worse, become passive and powerless to do other than what they are told.<\/p>\n

This section provides a variety of assessment practices which emphasise self-evalu<\/strong>ation, self-efficacy and metacognition<\/strong> around\u00a0learning. All of these are\u00a0oriented towards students taking more\u00a0responsibility for and control over their education.<\/p>\n