Assessment to improve self regulated learning
Poppy Pickard · Loughborough University Institutional Repository (Loughborough University) · 2006
This short paper considers how strategies of giving timely and enabling feedback, assist students in regulating their learning on a level 1 java programming module using a blended learning approach. The module has two short computer delivered assessments. Feedback for the programming exercises has been given 'face to face' instead of the previous method of VLE delivered feedback. The paper considers the effects of this change.