The unsung role of assessment and feedback in self-directed learning (SDL)

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.

KEYWORDS:

• Assessment
• feedback
• learning
• self-directed learning

Disclosure statement

No potential conflict of interest was reported by the authors.

Additional information

Funding

This study was supported by Universiti Kebangsaan Malaysia under [Grant No: GGPM-2017-076] and Tabung Kokurikulum PTJ under [Grant No: GG-2020-013].

Notes on contributors

Nurfaradilla Mohamad Nasri

Nurfaradilla Mohamad Nasri is a senior lecturer in curriculum and pedagogy at the Centre of Educational Leadership and Policy, Faculty of Education, Universiti Kebangsaan Malaysia. She did her PhD at the University of Edinburgh, UK. Her main research interest relates to the development of a culturally responsive curriculum and instruction, teachers’ professional development and self-directed learning.

Nurfarahin Nasri

Nurfarahin Nasri, M. D. is currently pursuing her postgraduate study at Universiti Kebangsaan Malaysia. Her main area of interest includes innovative curriculum development, culturally responsive pedagogy and qualitative research methods.

Mohamad Asyraf Abd Talib

Mohamad Asyraf Abd Talib is a postgraduate (TESL) student at Faculty of Education, Universiti Kebangsaan Malaysia. Previously, he has been involved in many researches related to cultural influence in education settings.