A case study of a formative assessment practice and the effects on students’ self-regulated learning

Granberg, Carina; Palm, Torulf; Palmberg, Björn

doi:10.1016/j.stueduc.2020.100955

Cited by 114 publications

(100 citation statements)

References 30 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Self-regulated learning (SRL) was defined as “an active, constructive process whereby learners set goals for their learning and then attempt to monitor, regulate, and control their cognition, motivation, and behavior, guided and constrained by their goals and the contextual features of the environment” ( Pintrich, 2000 , p. 453). Thus, there is an association between SRL and learners’ academic achievement ( Ergen and Kanadli, 2017 ) and SRL has been recognized as a key competency; the education system should therefore make every effort to ensure that students can develop SRL ( Granberg et al, 2021 ). SRL could be described as a multi-component process ( Zimmerman and Risemberg, 1997 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

Liu

Zhao

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

Due to the spread of the epidemic around the world, online learning has received greater attention. Self-regulated learning (SRL) is an important factor for students to achieve academic success. This study investigated the gender differences in SRL and three sub-constructs of SRL in the context of online learning, that is the preparatory, performance, and appraisal phases. A total of 400 high school students (males = 125, females = 275) from China participated in this study. In order to identify whether there were gender differences in their self-regulated online learning (SROL), independent sample t-test was performed. The results showed that there were significant gender differences in the SROL (t = –3.334, p = 0.001 < 0.01, d = –0.410) and the three sub-constructs of SROL (preparatory: t = –0.702, p = 0.008 < 0.01, d = 0.018; performance: t = –3.801, p = 0.000 < 0.01, d = 0.456; appraisal: t = –3.120, p = 0.002 < 0.01, d = 0.361). The findings indicated that females performed better than males in all three dimensions of learners’ online self-regulated learning.

show abstract

Section: Theoretical Backgroundmentioning

confidence: 99%

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

Liu

Zhao

et al. 2021

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…Accordingly, formative and summative assessments are the two types of classroom assessment. Granberg, Palm, & Palmberg, (2021) affirms that formative assessment allows the teacher to gather proof of pupils' learning, and adapts instruction or feedback to achieve the established learning targets. Through peer assessment and self-assessment, pupils take an active role in formative assessment practices including feedback to their classmate's output or themselves.…”

Section: Classroom Assessmentmentioning

confidence: 73%

“…In viewing in this sense, teachers need to encourage and sustain pupil's motivation and proficiency in implementing formative assessment processes. Additionally, the teacher may collaborate with the pupils to develop a shared understanding of the learning goals and create standards to achieve these goals on different levels so that formative assessment practices to be most effective (Black & Wiliam, 2009;Granberg, et al, 2021). Feedbacks provided to those engaged in education is at the core of formative assessment and has little impact until it happens in an educational sense to which it could be applied.…”

Section: Classroom Assessmentmentioning

confidence: 99%

Exit Slips As Predictor of Academic Performance

Basco

2021

J. Educ., Mngt., and Dev. Studies

View full text Add to dashboard Cite

Formative assessment plays a vital role in the delivery of quality and relevant education among learners. Data derived from the assessment results provide pieces of evidence for teachers to determine learners who need assistance, advance instructional objectives, track learners’ progress toward those standards, and identify what intervention and support are required. This descriptive-survey research examined the impact of exit slips in predicting intermediate pupils’ science achievement. Seventy-three pupils were involved in the study who were selected through a total sampling. Weighted mean, ranking, standard deviation, mean percentage score, frequency, Pearson correlation coefficient, and coefficient of determination were utilized to process and analyze statistically the data using SPSS. The findings of the study highlighted that exit slips can help learners in their learning since they reflect pupils’ understanding and increase accountability among them. The results revealed that there was a high positive association between the self-rating report and the academic performance of the respondents. The impact of self-reported rating was found significant on the performance of the pupils. Hence, when teachers took necessary and relevant remediation as well as enrichment based on the self-reported rating, academic performance may be improved. It was recommended that teachers may adapt the use of exit slips in their classes to improve academic performance among learners.

show abstract

“…The existence of an assessment process provides an opportunity to find out how the learning conditions are taking place (All et al, 2021;Alruwais et al, 2018). The assessment carried out by the teacher has an impact on students because it provides feedback on what students have learned and understood (Granberg et al, 2021). Currently, the assessment process carried out is the provision of reports given to students in the middle of the semester and at the end of the semester, both manual and excel report cards.…”

Section: Introductionmentioning

confidence: 99%

E-Report: Holistic Assessment System In Elementary School

Wayan

2021

j.of education technology

View full text Add to dashboard Cite

A good learning is supported by not only good planning and learning processes, but it is also supported by an assessment of students’ competencies achievement. This study aims to develop a learning outcome assessment system based on educational units (students’ reports) in elementary schools. This is development research using Development and Diffusion (R-D-D) model. The data in this study were collected through interviews, observations, questionnaires, documentation studies, FGDs, and product trials. The data were analyzed using a qualitative approach. The results showed that the percentage level of achievement of the unit-based learning outcomes assessment system was 97.3% so which fell into Very Good qualification with the achievement level scale of 5 in the conversion table. Based on this, it can be concluded that the Student Report (SR) system is appropriate to be used as an education unit-based learning outcome assessment system in elementary school. This research implies that teachers can use the developed E-report as a learning outcomes assessment system based on education units in elementary schools.

show abstract

A case study of a formative assessment practice and the effects on students’ self-regulated learning

Cited by 114 publications

References 30 publications

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

Exit Slips As Predictor of Academic Performance

E-Report: Holistic Assessment System In Elementary School

Contact Info

Product

Resources

About