Australasian Society for Computers in Learning in Tertiary Education
Community Services, Education and Social Sciences
School of Communications and Contemporary Arts, Centre for Research in Entertainment, Arts,Technology, Education and Communications
This study uses design-based research to explore how negotiated assessment contributes to students metacognitive processing. Metacognitive processing is shown to be linked to self-regulation and the development of generic skills. The research derived a conceptual framework from the literature that was integrated into a face-to-face learning strategy and evaluated. The results of this study were then used to refine the learning design, and another study was conducted with a view to explore its potential to be instantiated into an online electronic performance support system. Results from the second study are discussed and a new conceptual framework is proposed to promote metacognitive processing using negotiated assessment. Key metacognitive processes of planning, monitoring and evaluation form the basis of the new learning design with a view to engage students in a structured process of self-evaluation, goal setting, team planning, contractual agreement and monitoring, as well as summative evaluation.