Formative Assessment for Learning How to Learn: Exploring University Student Learning Experiences

Fukuda, Steve T.; Lander, Bruce; Pope, Christopher J.

doi:10.1177/0033688220925927

Cited by 14 publications

(10 citation statements)

References 21 publications

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“…The creator can opt to set different backgrounds for the wall. Moreover, Fukuda, Lander, and Pope (2020) state that feedback and instructions can be published by the teachers and students are able to read them or give comments on their friends' posts. Besides, Kharis, Ebner, and Wijayati (2020) illustrate that lecturers can assign tasks to students, write comments, and all students in the classroom can follow the results.…”

Section: Padletmentioning

confidence: 99%

“…When there are enormously educational platforms created to assist the teaching and learning process, Padlet is one of them that is an eminent online board used considerably. This platform supports the learning environment in terms of creating collaborative learning and engaging the students in the lesson (Fukuda et al, 2020;Lestari & Kurniawan, 2018). Although there are aforementioned studies about collaborative writing and the Padlet platform, a combination of both to impact students' writing ability has not been carried out in Vietnam.…”

Section: Research Gap and Conceptual Frameworkmentioning

confidence: 99%

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The impact of collaborative writing via Padlet on students’ writing performance and their attitudes

Tuấn¹,

Nga

2022

HCMCOUJS

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Nghiên cứu nhằm điều tra tác động của viết hợp tác thông qua Padlet lên khả năng viết tiếng Anh của sinh viên và thái độ của họ tại trường Cao đẳng Viễn Đông. Nghiên cứu dùng phương pháp định lượng bằng cách sử dụng kết quả bài kiểm tra và phản hồi bảng hỏi. Phân tích mô tả được dùng để nghiên cứu dữ liệu. Kết quả cho thấy trình độ viết chính xác của sinh viên được cải thiện. Họ cũng có thái độ tích cực đối với việc áp dụng viết hợp tác thông qua nền tảng Padlet. Nghiên cứu gợi ý rằng các nghiên cứu mới nên mở rộng đối tượng sang sinh viên chuyên ngành tiếng Anh, bổ sung thêm một công cụ lấy mẫu và các dạng ra câu hỏi đề viết khác nên được áp dụng. The study aims to investigate the impact of collaborative writing via Padlet on students’ writing performance and their attitudes at Vien Dong College. The study employs a quantitative approach by using the tests’ results and questionnaire responses. Descriptive analysis is used to interpret the data. Findings illustrated that students’ level of writing accuracy was improved. Students also had positive attitudes towards the employment of collaborative writing via Padlet platform. The study suggests that future research should expand to English-majored students, one more instrument might be employed and other writing task type could be instructed.

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Section: Padletmentioning

confidence: 99%

Section: Research Gap and Conceptual Frameworkmentioning

confidence: 99%

The impact of collaborative writing via Padlet on students’ writing performance and their attitudes

Tuấn¹,

Nga

2022

HCMCOUJS

View full text Add to dashboard Cite

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“…An inclusion of scaffolding in self-assessment was also evident in Allal’s (2021) study that formative co-regulation (whole-class discussions on how to produce and revise the target genre) helped enhance fifth- and sixth-graders’ self-regulated learning in first language writing (improved writing quality in drafts and revisions). Despite this positive testimony, Fukuda et al (2022) claimed that students, more often than not, did not have sufficient interactions with peers while developing their self-regulated learning skills. They recommended that co-regulation of learning in technology-assisted learning environments (e.g., e-Portfolios) should play an indispensable role in promoting the uptake of self-regulated learning strategies and self-assessment skills.…”

Section: Recommendations and Implicationsmentioning

confidence: 99%

E-Portfolios for self-regulated and co-regulated learning: A review

Lam

2022

Front. Psychol.

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The reflective component of e-Portfolios is said to help students improve second or foreign language writing in terms of motivation and academic results. Despite this positive advocacy, scholars remain unclear about how e-Portfolios can develop students’ self-regulatory abilities in writing classrooms, especially when students engage in complex e-Portfolio construction processes with peers, parents, teachers, their community, digital tools, and online resources. Recently, researchers have argued that not only do e-Portfolios promote self-regulated learning, but they also support co-regulation of learning wherein the latter is socially mediated by curriculum design, instructional materials, and in-class interaction patterns. Indeed, students’ inner development of self-regulatory capacity is closely influenced by external forces, which deserve more scholarly investigation. The review fills this gap by emphasizing that besides self-regulated learning, e-Portfolios can support students’ co-regulation of learning by way of their connectivity, visibility, and circulation. This review has four sections. The first section defines key concepts, namely e-Portfolios, self-regulated, co-regulated, and socially shared-regulated learning, and introduces how e-Portfolios foster self-regulation of learning in second language writing. The second section unpacks two conceptual models that underpin self-regulated and co-regulated learning relating to e-Portfolios. The third section presents a brief review, showcasing how e-Portfolios featuring self-regulation of learning can also support co-regulation of learning. The final section recommends strategies that facilitate self-regulation and co-regulation of learning in e-Portfolios reciprocally, and discusses implications for pedagogy and research.

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“…We have some evidence both are in play. Fukuda et al (2020) indicated that student-reported instances of formative assessment in their classes and SRL were inflated, likely due to misunderstandings of the survey questions and/or social response bias. Similarly, Gezer-Templeton et al ( 2017) observed that when "students were asked to identify study strategies they used in a free-response format, rather than selecting study strategies from a checklist, student responses lacked standardization.…”

Section: Limitations Of and Directions For Researchmentioning

confidence: 99%

Classroom Assessment as Co-Regulated Learning: A Systematic Review

Andrade

Brookhart

2021

Front. Educ.

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Current conceptions of assessment describe interactive, reciprocal processes of co-regulation of learning from multiple sources, including students, their teachers and peers, and technological tools. In this systematic review, we examine the research literature for support for the view of classroom assessment as a mechanism of the co-regulation of learning and motivation. Using an expanded framework of self-regulated learning to categorize 94 studies, we observe that there is support for most but not all elements of the framework but little research that represents the reciprocal nature of co-regulation. We highlight studies that enable students and teachers to use assessment to scaffold co-regulation. Concluding that the contemporary perspective on assessment as the co-regulation of learning is a useful development, we consider future directions for research that can address the limitations of the collection reviewed.

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Formative Assessment for Learning How to Learn: Exploring University Student Learning Experiences

Cited by 14 publications

References 21 publications

The impact of collaborative writing via Padlet on students’ writing performance and their attitudes

The impact of collaborative writing via Padlet on students’ writing performance and their attitudes

E-Portfolios for self-regulated and co-regulated learning: A review

Classroom Assessment as Co-Regulated Learning: A Systematic Review

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