How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners

Broadbent, Jaclyn; Sharman, Stefanie J.; Panadero, Ernesto; Fuller‐Tyszkiewicz, Matthew

doi:10.1016/j.iheduc.2021.100805

Cited by 62 publications

(87 citation statements)

References 20 publications

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“…Multivariate data analysis used Structural Equation Model (SEM) with Covariance based Structural Equation Modeling (CB-SEM) method used to assess evaluation models (Baber, 2021;Kyriakides & Charalambous, 2020;Prasojo, Habibi, Mukminin, Sofyan, Indrayana & Anwar, 2020;Saleem, Kamarudin, Shoaib & Nasar, 2021;ShayesteFar, 2020). Testing of construct validity was carried out using factor analysis using Explanatory Factor Analysis (EFA) (Broadbent, Sharman, Panadero & Fuller-Tyszkiewicz, 2021;Gok, 2021;Hidayat, Zamri & Zulnaidi, 2018;Saifurrahman, Sudira & Daryono, 2021;ShayesteFar, 2020) and testing the suitability of the model using Confirmatory Factor Analysis (CFA) (Hair, Black, Babin & Anderson, 2010;Hidayat et al, 2018;Liu et al, 2020;Rodríguez-Santero, Torres-Gordillo & Gil-Flores, 2020;Suwanroj, Leekitchwatana & Pimdee, 2019). EFA aims to test whether the statement items or indicators used can confirm a factor or variable (Mateus & Hernández-Breña, 2019;Rodríguez-Santero et al, 2020;Suwanroj et al, 2019).…”

Section: Methodsmentioning

confidence: 99%

A framework for measuring the level of achievement of vocational students competency of architecture education

Hariyanto

Daryono

Hidayat

et al. 2022

J. Technol. Sci. Educ.

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The determination of work competence according to industrial needs that are expected by employers of new graduates in the department of architectural engineering in vocational high schools will help graduates to transit smoothly from the academic education environment to the real conditions of the construction industry in the workplace. This research identifies which group of competencies attributes that graduates should have in explaining appropriate competencies according to construction industry standards in Indonesia. The survey was conducted in 47 building construction companies consisting of 56 respondents using a questionnaire method. Multivariate analyses using the CB-SEM method used to validate the evaluation model. The research analysis used quantitative descriptive and factor analysis with the Explanatory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA) methods. The EFA test shows ten factors so that it consists of 30 items of competency measurement. Overall, the CFA test has met the criteria for the goodness of fit statistics. The results of the study concluded that the instrument developed met good validity and reliability and two model frameworks for measuring the level of achievement of student competence in architectural techniques were feasible to use.

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Section: Methodsmentioning

confidence: 99%

A framework for measuring the level of achievement of vocational students competency of architecture education

Hariyanto

Daryono

Hidayat

et al. 2022

J. Technol. Sci. Educ.

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“…Incentives refer to objects, situations or activities that can fulfill the students' needs. This further disclosed the internal relationship between external guiding measures of incentives and internal drive [10].…”

Section: State Of the Artmentioning

confidence: 84%

Analysis of the Effects of the "Pedagogy - Space - Technology" Framework on University Student’s Learning Efficiency

Chen

2022

Int. J. Emerg. Technol. Learn.

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In the background of the global COVID-19 pandemic, the popularization of intelligent online teaching platforms dominated by advanced teaching technologies is accelerated. Pedagogy-Space-Technology (PST) framework learning space provides students high-quality teaching resources, the overall learning efficiency of students is dissatisfying because students lack intrinsic motivation to learn. Based on existing “intelligent teaching platforms of the PST framework” and combining with the principle of improving internal drive force of students through external guiding strategies, an experiment was designed in this study. The course Technical Analysis of the Financial Markets launched as an open online optional course for Chinese six undergraduate universities in 2021, and was chosen as the research example. Experimental data in 16 weeks were collected to analyze the effects of the PST framework learning space on overall intrinsic learning ability, staged academic performances, and online learning behaviors and improvement degree of intrinsic independent learning ability of students. The students’ independent learning ability is generally improved, but their attitude improvement is not obvious. The academic performances of students are generally improved, especially for students with low intrinsic independent learning ability. The online learning behaviors of students with low intrinsic independent learning ability are not dissatisfying, but their independent learning ability is improved significantly. In this study, the relationship between the PST framework learning space and learning efficiency of students was disclosed from the perspective of the internal-driving and external-guiding teaching model. The obtained conclusion provides a way for university teachers to provide students with emotional support, design multiple teaching technological activity combined strategies, offer external guidance with timely and high-efficiency feedbacks, and improve learning efficiency.

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“…Previous research has focused on how formative assessment can be used to promote the development of self-regulation with little consideration for the inverse relationship. However, Broadbent et al (2021) examined how self-regulated learning impacted formative assessment in post-secondary blended and online learning environments. Findings suggested that self-efficacy was a significant predictor for online learning and effort regulation predicted formative assessment scores for learners in the blended context.…”

Section: Discussionmentioning

confidence: 99%

Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation

et al. 2021

Self Cite

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Formative assessment practices have been theoretically connected to the development of self-regulation with mounting empirical evidence. Co-regulation is the process whereby a more capable individual (e.g., teacher or peer) attunes the behaviours, emotions, or cognitive processes of an individual (a student) to align with goals or expectations and is being recognized as a strategy for developing self-regulation. Formative assessment practices may facilitate co-regulation, however, much of the literature has focused on older student populations. This phenomenological study explored the relationship between formative assessment and co-regulation in eight Kindergarten classrooms. Eight Kindergarten teachers and four Early Childhood Educators (ECE) completed semi-structured interviews in 2019 during two time periods with each participant completing two interviews. To supplement the interviews, 56 h of classroom observations were completed in each classroom, totaling 448 h of observations across eight classrooms. Interviews were audio-recorded and transcribed verbatim. Qualitative data were analyzed thematically. Four themes emerged: 1) Authentic assessment and self-regulation practices, 2) Feedback as foundational, 3) Formative assessment and co-regulation have shared purposes, and 4) Connections between classroom assessment and co-regulation. Participants described their classroom assessment and self-regulation practices as authentic and natural for students while also providing examples of their interactions with students as a form of co-regulation. Feedback was articulated as foundational to both classroom assessment and co-regulation. Participants illustrated examples of feedback from peers (including through modified peer-assessment). Shared purposes between formative assessment and co-regulation placed students at the centre of the learning process, encouraging agentic behaviours, and scaffolding student thinking. The final theme underlined the need to broaden conceptualizations of assessment in Kindergarten. Findings suggested student agency as the bridge between classroom assessment and co-regulation, and a bidirectional, mutually supportive, relationship between formative assessment and co-regulation.

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How does self-regulated learning influence formative assessment and summative grade? Comparing online and blended learners

Cited by 62 publications

References 20 publications

A framework for measuring the level of achievement of vocational students competency of architecture education

A framework for measuring the level of achievement of vocational students competency of architecture education

Analysis of the Effects of the "Pedagogy - Space - Technology" Framework on University Student’s Learning Efficiency

Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation

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