The development of self-regulation in higher education students is a fundamental challenge for improving the quality of learning. In this context, self-assessment emerges as a powerful tool to foster critical reflection and monitor the learning process.
This article, "Design of a Self-Assessment Proposal for the Development of Student Self-Regulation in Higher Education," explores the evolution of an innovative methodology applied in an online master's program. The proposal focuses on the implementation of a dialogued self-assessment strategy designed to enhance students' self-regulation capacity through the use of appropriate technological tools.
Over three academic years, the longitudinal study systematically collects the opinions and perceptions of both students and faculty. Through a detailed analysis of the implementation phases, areas for improvement were identified, leading to significant methodological adjustments and the creation of an ad hoc self-assessment tool.
The results emphasize the importance of an integrated design that provides the necessary scaffolding for critical reflection, teacher training in competency-based assessment, and the use of suitable technologies to support these processes.
The methodological proposal not only improved students' grades in evaluations but also increased their satisfaction and engagement with learning, highlighting the value of self-assessment as a transformative educational strategy.
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How to cite: Cabrera, N., Fernández-Ferrer, M., Maina, M. F., & Sangrà, A. (2023). Design of a Self-Assessment Proposal for the Development of Student Self-Regulation in Higher Education. RIED. Revista Iberoamericana de Educación a Distancia, 26(1), 223–244. https://doi.org/10.5944/ried.26.1.34028
