A1 Refereed original research article in a scientific journal
Longitudinal effects of formative assessments: development of self-regulation, motivation and self-efficacy in secondary education
Authors: Meusen-Beekman KD, Joosten-ten Brinke D, Boshuizen HPA
Publisher: VOR-VFO
Publication year: 2016
Journal: Pedagogische studien
Journal name in source: PEDAGOGISCHE STUDIEN
Journal acronym: PEDAGOG STUD
Volume: 93
Issue: 3
First page : 136
Last page: 153
Number of pages: 18
ISSN: 0165-0645
Abstract
Pupils' self-regulation, motivation, and self efficacy are important factors that stimulate learning. They can be improved at primary school level by formative assessments. Self regulation, motivation, and self-efficacy were measured at two moments among pupils who were divided into two experimental conditions and one control condition. After it had been established that the effects of formative assessments on self-regulation, motivation, and self-efficacy were still apparent after the transition to secondary education, the study described in the present article focused on whether the effect is maintained and how it is influenced by specific activities during secondary education. Data on 695 pupils from 17 secondary schools were collected with the aid of questionnaires and interviews. The results show that effect of formative assessments are preserved in secondary education, but that there are major differences between the activities used by various schools to develop self-regulation.
Pupils' self-regulation, motivation, and self efficacy are important factors that stimulate learning. They can be improved at primary school level by formative assessments. Self regulation, motivation, and self-efficacy were measured at two moments among pupils who were divided into two experimental conditions and one control condition. After it had been established that the effects of formative assessments on self-regulation, motivation, and self-efficacy were still apparent after the transition to secondary education, the study described in the present article focused on whether the effect is maintained and how it is influenced by specific activities during secondary education. Data on 695 pupils from 17 secondary schools were collected with the aid of questionnaires and interviews. The results show that effect of formative assessments are preserved in secondary education, but that there are major differences between the activities used by various schools to develop self-regulation.
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