Abstract
Pupils in modern society are living in confusing and unpredictable times, in which they must be equipped with skills that enable them to think for themselves and be self-initiating, self-modifying and self-directing. They must acquire the capacity to learn and change consciously, continuously and quickly, to anticipate what might happen and to continually search for more creative solutions. Learning for the twenty-first century involves much more than acquiring knowledge. It requires the capacity for ‘reflective judgement’ – the ability to make judgements and interpretations, less on the basis of ‘right answers’ than on the basis of ‘good reasons’ (King and Kitchener 1994).
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Acknowledgement
This chapter is a reprint of Earl, L., & Katz, S. (2008). Getting to the core of learning: Using assessment for self-monitoring and self-regulation. In S. Swaffield (Ed.), Unlocking assessment (Chapter 6, pp. 90–104). Abingdon, England; New York: Routledge. Permission by Taylor & Francis/Routledge for reprint of this material is gratefully acknowledged.
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Earl, L., Katz, S. (2012). Getting to the Core of Learning: Using Assessment for Self-Monitoring and Self-Regulation. In: Mok, M. (eds) Self-directed Learning Oriented Assessments in the Asia-Pacific. Education in the Asia-Pacific Region: Issues, Concerns and Prospects, vol 18. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-4507-0_7
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