Investigating Self-Regulated Learning as a Framework for Research-Based Assessment Feedback

Assessment is an essential component to improve teaching and learning, but faculty find it difficult to improve their courses using assessment scores alone. We want to improve research-based assessment (RBA) feedback to better support faculty using RBAs to improve their courses. We take widely-recognized principles from self-regulated learning (SRL) theory that have been applied to student feedback in K-12 education, and apply them to design feedback for instructors. We conducted and analyzed interviews with faculty to determine how productive using this new RBA feedback is for instructors, and how we can further improve it. We identified five categories of change that faculty identified they would be interested in. We present these categories and discuss the feasibility of including them in future versions of our feedback.