Developing a scale to explore self-regulatory approaches to assessment and feedback with academics in higher education.

Introduction: Students need to acquire high level self-regulatory skills if they are to be successful within higher education, and academics need support in facilitating this. In this article we explore how the current research gap between knowledge of self-regulatory assessment and feedback (SRAF) practices, and academics' professional training in it can be bridged.

Methods: SRAF tools were used with academics to explore their understandings of and training needs in SRAF; central to this work was the development of a SRAF scale.