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Direct linkNieminen, Juuso Henrik; Asikainen, Henna; Rämö, Johanna – Studies in Higher Education, 2021
Self-assessment has been portrayed as a way to promote lifelong learning in higher education. While most of the previous literature builds on the idea of self-assessment as a formative tool for learning, some scholars have suggested using it in a summative way. In the present study, we have empirically compared formative and summative models for…
Descriptors: Learning Processes, Study, Self Efficacy, Self Evaluation (Individuals)
Laxdal, Aron; Mjåtveit, Atle; Leibinger, Eva; Haugen, Tommy; Giske, Rune – Scandinavian Journal of Educational Research, 2020
The aim of this cross-sectional study was to investigate the relationship between teacher learning support, motivational climate and self-regulated learning in upper-secondary school physical education. A sample consisting of 554 upper secondary school students from Norway (M[subscript age] = 17.05, SD = 0.91) answered a survey pertaining to their…
Descriptors: Self Management, Physical Education, Context Effect, Predictor Variables
Download full textKincal, Remzi Y.; Ozan, Ceyhun – International Journal of Progressive Education, 2018
The aim of the study is to investigate the effects of formative assessment on prospective teachers' academic achievement, attitudes towards educational measurement and self-regulation skills. In the study, quasi-experimental design including non-equivalent pre-test and post-test control group. There are 40 prospective teachers in each one of the…
Descriptors: Formative Evaluation, Preservice Teachers, Academic Achievement, Student Attitudes
Kim, Victoria – English Teaching, 2018
High quality and timely assessment feedback is central to student learning in higher education; however, written feedback has many limitations. One of the innovative approaches to delivering feedback to EFL learners is individualized audio-visual feedback (AVF) using screencast technology. Previous research on AVF has been extensively descriptive…
Descriptors: Technology Integration, Audiovisual Instruction, Feedback (Response), Formative Evaluation
Leighton, Jacqueline P.; Bustos Gómez, María Clara – Educational Psychology, 2018
Formative assessments and feedback are vital to enhancing learning outcomes but require that learners feel at ease identifying their errors, and receiving feedback from a trusted source--teachers. An experimental test of a new theoretical framework was conducted to cultivate a pedagogical alliance to enhance students' (a) trust in the teacher, (b)…
Descriptors: Trust (Psychology), Well Being, Error Patterns, Formative Evaluation
Mahlberg, Jamie – Community College Journal of Research and Practice, 2015
This research examined the influence formative self-assessment had on first/second year community college student self-regulatory practices. Previous research has shown that the ability to regulate one's learning activities can improve performance in college classes, and it has long been known that the use of formative assessment improves…
Descriptors: Formative Evaluation, Self Evaluation (Individuals), Community Colleges, Metacognition
Zhonggen, Yu; Liu, Chang – International Journal of Information and Communication Technology Education, 2014
Use of Clickers in classroom teaching and learning has become growingly popular in USA. This study aims to identify whether use of Clickers in college English class can improve learners' English proficiency and enhance students' awareness of metacognition compared with traditional multimedia aided pedagogy in Malaysian contexts. By comparing the…
Descriptors: Audience Response Systems, Metacognition, Outcomes of Education, College English
