The development of self-regulated learning in programmatic assessment for learning: Learning Coaches’ perspectives

Anna Vnuk; Johanna Jordaan; Maxine Moore; Kate Starr-Marshall; Svetlana King

The development of self-regulated learning in programmatic assessment for learning: Learning Coaches’ perspectives

Anna Vnuk, Johanna Jordaan, Maxine Moore, Kate Starr-Marshall, Svetlana King

College of Medicine and Public Health

Research output: Contribution to conference › Abstract › peer-review

Abstract

A key element of Programmatic Assessment for Learning (PAL) is the development of the student as a Self Regulated Learner (SRL). In 2017, Flinders University’s medical program adopted PAL in its approach to teaching, learning and assessment. This involves a range of assessments and feedback that are designed to foster SRL. Within PAL, students maintain a reflective portfolio and engage in meetings with their Learning Coach (LC) at regular intervals to discuss their progress.

Original language	English
Pages	329
Number of pages	1
Publication status	Accepted/In press - 2020
Event	ANZAHPE 2020: 2020 Vision for Learning Cultures - Pullman Albert Park, Melbourne, Australia Duration: 12 Jul 2017 → 15 Jul 2020 http://www.anzahpeconference.com.au/ (Conference webpage)

Conference

Conference	ANZAHPE 2020
Country/Territory	Australia
City	Melbourne
Period	12/07/17 → 15/07/20
Internet address	http://www.anzahpeconference.com.au/ (Conference webpage)

Keywords

self-regulated learning
programmatic assessment
coaching

Cite this

@conference{ef0996ba4c1349d7ba0ffc602193ae6e,

title = "The development of self-regulated learning in programmatic assessment for learning: Learning Coaches{\textquoteright} perspectives",

abstract = "A key element of Programmatic Assessment for Learning (PAL) is the development of the student as a Self Regulated Learner (SRL). In 2017, Flinders University{\textquoteright}s medical program adopted PAL in its approach to teaching, learning and assessment. This involves a range of assessments and feedback that are designed to foster SRL. Within PAL, students maintain a reflective portfolio and engage in meetings with their Learning Coach (LC) at regular intervals to discuss their progress.",

keywords = "self-regulated learning, programmatic assessment, coaching",

author = "Anna Vnuk and Johanna Jordaan and Maxine Moore and Kate Starr-Marshall and Svetlana King",

year = "2020",

language = "English",

pages = "329",

note = "ANZAHPE 2020 : 2020 Vision for Learning Cultures ; Conference date: 12-07-2017 Through 15-07-2020",

url = "http://www.anzahpeconference.com.au/",

}

TY - CONF

T1 - The development of self-regulated learning in programmatic assessment for learning

T2 - ANZAHPE 2020

AU - Vnuk, Anna

AU - Jordaan, Johanna

AU - Moore, Maxine

AU - Starr-Marshall, Kate

AU - King, Svetlana

PY - 2020

Y1 - 2020

N2 - A key element of Programmatic Assessment for Learning (PAL) is the development of the student as a Self Regulated Learner (SRL). In 2017, Flinders University’s medical program adopted PAL in its approach to teaching, learning and assessment. This involves a range of assessments and feedback that are designed to foster SRL. Within PAL, students maintain a reflective portfolio and engage in meetings with their Learning Coach (LC) at regular intervals to discuss their progress.

AB - A key element of Programmatic Assessment for Learning (PAL) is the development of the student as a Self Regulated Learner (SRL). In 2017, Flinders University’s medical program adopted PAL in its approach to teaching, learning and assessment. This involves a range of assessments and feedback that are designed to foster SRL. Within PAL, students maintain a reflective portfolio and engage in meetings with their Learning Coach (LC) at regular intervals to discuss their progress.

KW - self-regulated learning

KW - programmatic assessment

KW - coaching

M3 - Abstract

SP - 329

Y2 - 12 July 2017 through 15 July 2020

ER -

The development of self-regulated learning in programmatic assessment for learning: Learning Coaches’ perspectives

Abstract

Conference

Keywords

Fingerprint

Cite this