The design of competency-based assessment in higher education represents one of the biggest challenges in today's universities. This recent longitudinal study, published in RIED, addresses this challenge by presenting the evolution of a methodological proposal for developing student self-regulation in an online master's program.
The research demonstrates that implementing a well-founded, dialogic self-assessment strategy is an effective way for students to take an active and reflective role in their own learning process. Through a systematic analysis over three academic years, the study highlights the importance of a student-centered design approach, which integrates technology not as a simple accessory but as an essential facilitator to support and optimize learning processes.
The study's conclusions point to highly relevant practical applications for curriculum design in digital and distance education.
- First, it emphasizes the need for robust pedagogical scaffolding that guides students in their capacity for self-reflection and critical judgment.
- Second, it highlights the importance of teacher training in competency-based work and evaluation, which is fundamental for educators to effectively support and provide feedback on this process.
- Finally, the study stresses the need for appropriate technological tools that can integrate and systematize self-assessment, making the process more sustainable for both students and teachers.
These findings suggest that universities should think about solutions holistically, ensuring coherence between methodology, teacher training, and technological resources.
This study not only validates a successful self-assessment model but also opens up new and important lines of research. Future work could explore the long-term impact of these strategies on graduates' professional development, as well as analyze the balance between the workload they entail and the benefits they provide. The methodology could be investigated for its application in other fields of knowledge or educational levels, and how artificial intelligence could improve scaffolding and the personalization of self-assessment.
Ultimately, self-assessment is not just a simple component of grading but a formative and self-regulating strategy with enormous potential to transform higher education in the digital age.
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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
