Assessment as Learning (AaL), which is considered a sub-set of the formative assessment approach, can improve student learning processes thanks to the development of metacognitive and self-regulation strategies (Earl 2006). Through AaL students may gain awareness of the information they receive through feedback, give meaning to their learning, and build new acquaintances: the keystone lies in the activation of reflective processes. It can be considered an inclusive approach as students' activation of metacognitive processes facilitates the self-regulation of learning: the frequent use of self- and peer-assessment tools throughout the course helps students on one side to evaluate each step of their learning journey and on the other side to see the big picture, that is to say gain an overview of the whole learning framework (Bevilacqua 2019).
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