ABSTRACT

Assessment and feedback have been intensively studied to promote effective learning. However, less attention is given on its role in self-directed learning (SDL) context. Despite being recognised as a powerful educational tool, critical examination of SDL and assessment and feedback literature reveals that these bodies of literature rarely intersect with one another. This study, which aims to investigate teacher educators’ practices of assessment and feedback in the context of SDL, begins to address the gap. Twenty Malaysian teacher educators were interviewed, and the interview data were analysed using a hybrid thematic analysis approach. Findings suggest the importance of (i) reducing anxiety in assessment and feedback, (ii) practicing sustainable formative assessment, (iii) ensuring timely feedback, and (iv) responding to cultural norms. These findings address key features of assessment and feedback in promoting SDL, however greater emphasis is needed in developing a framework of assessment and feedback that supports SDL.

摘要

对评估和反馈进行了深入研究，以促进有效的学习。然而，对其在自主学习 (SDL) 环境中的作用的关注较少。尽管被公认为一种强大的教育工具，但对 SDL 以及评估和反馈文献的严格审查表明，这些文献很少相互交叉。本研究旨在调查教师教育者在 SDL 环境中的评估和反馈实践，开始解决这一差距。采访了 20 名马来西亚教师教育工作者，并使用混合主题分析方法对采访数据进行了分析。研究结果表明（i）减少评估和反馈中的焦虑，（ii）实践可持续的形成性评估，（iii）确保及时反馈，以及（iv）响应文化规范的重要性。