Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: A comparison of summative and formative models 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 selfassessment 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 self-assessment, based on different educational purposes (N = 299). Latent profile analysis was used to observe student subgroups in terms of deep and surface approaches to learning. The results show that the student profiles varied between the self-assessment models.The students taking part in the summative self-assessment group were overrepresented amongst the profile with high level of deep approach to learning. Also, summative self-assessment was related to an increased level of selfefficacy. The study implies that summative self-assessment can be used to foster students' studying; however, this requires a context where aligning selfassessment with future-driven pedagogical purposes is possible.
Prior research acknowledges the need to further develop undergraduate mathematics instruction. The aim of this study is to investigate the relationship between instructional design and quality of learning. This quantitative study approaches the learning environment by comparing students' approaches to learning, self-efficacy, and experiences of the teachinglearning environment in two undergraduate mathematics courses using different pedagogical approaches. The first course functioned within a traditional lecture-based framework with the inclusion of student-centred elements, and the second course was implemented with Extreme Apprenticeship, a novel student-centred teaching method. The analysis is based on the same cohort of students in these two contexts (N = 91). Students were clustered based on their deep and surface approaches to learning and three clusters were identified: students applying a deep approach, students applying a surface approach, and students applying a context-sensitive surface approach. The results show that the more student-centred course design succeeded in supporting more favourable approaches to learning, higher self-efficacy levels, and more positive experiences of the teaching-learning environment. In addition, all three clusters benefited from the more student-centred course design, with students applying a context-sensitive surface approach benefiting the most. Overall, the results suggest that it is possible to promote the quality of university mathematics learning with instructional designs that, besides content, take a holistic approach to the learning environment. Keywords Student-centred. Instructional design. Approaches to learning. Experiences of the teaching-learning environment. Self-efficacy. Quantitative research
In this article we describe a long-term departmental change effort in one mathematics department. The change began with one instructor adopting the Extreme Apprenticeship instructional model. This modest shift served as the catalyst for a series of subsequent, systemic improvements. We believe that this innovation and the resultant change demonstrate how instructional change can serve as a catalyst for broader change, rather than a change that focuses solely on instruction. We use four frames from the literature on organizational development to characterize the changes that have occurred in this department. This indepth case study describes the department's current culture and how it developed, and we suggest that this explanation could serve as a guide for other departments seeking change.
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