To explore the validity of a self assessment tool in the development of transversal skills including self-regulation

Abstract

The changing economy has exerted pressure on education and training courses to produce graduates with transversal skills ready to function in a dynamic labour market and life-long learning. This study evaluated the introduction of an element of self-assessment designed to develop these skills in part-time adult learners in a Further Education and Training Centre. The literature review identified a number of themes associated with successful outcomes for learners. Self-regulation emerged as an important concept in the development of transversal skills. Self-regulating learners evaluate their performance in tasks and take action to improve outcomes. The ability to self-assess was identified as critical in this process. The impact of feedback as a catalyst to action was explored and the use of dialogue to improve engagement with feedback considered. This action research project used a mixed method approach to data collection. Questionnaires were used to establish attitudes and engagement with the assessment process and semi-structured interviews used to evaluate participants’ behaviour following the introduction of a self-assessment tool. Documents were examined to corroborate findings and explain anomalies. It was found that the tool successfully promoted use of a range of self-regulation strategies identified by Zimmerman (1990). The learners’ and teacher’s perception of the purpose of feedback was found to substantially impact the learner’s inclination to self-regulate and should be considered in future implementations of the tool. It is also recommended that learners receive instruction in the use of the tool and strategies formulated to address the areas of self-regulation not impacted by it.