Supporting the transition from further education to higher education with an e-workbook promoting self-regulated formative assessment

This paper examines the efficacy of the use of self-assessment and formative feedback within a pedagogical model of self-regulated learning through an e-workbook. This would facilitate the transition for students from a further education background transferring from a Higher National Diploma to degree programme, of which literature notes can be a difficult period for students. Additionally, it will support the development of graduate attributes developing not only knowledge but also the enhancement of lifelong skills and learning. Self-regulated learning has been linked to increased academic performance, increased motivation and confidence. Feedback is an integral part of self-regulated learning, this can be provided through self-diagnostic assessments. It is important that the feedback is concise and corrective, as it shows students how to directly improve academic performance. Therefore it is important to include worked answers into the e-workbook that students can access after the assessment has been taken, allowing the student time for self-correction. The e-workbook will also give the students to access the feedback at different times, due to the contrasting opinions of the literature of when feedback is most effective. In conclusion, the use of an e-workbook can be developed to promote positive graduate attributes and help the transition from further education to higher education through the promotion of self-regulated learning.