کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4941267 | 1436682 | 2016 | 11 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention
ترجمه فارسی عنوان
اثرات ارزیابی های تشکیل دهنده برای توسعه خود تنظیم از دانش آموزان کلاس ششم: نتایج یک مداخله کنترل شده تصادفی
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کلمات کلیدی
ارزیابی تکوینی، آموزش ابتدایی خود تنظیم، انگیزه، خود کارآمدی،
موضوعات مرتبط
علوم انسانی و اجتماعی
علوم اجتماعی
آموزش
چکیده انگلیسی
This article presents the results of a formative assessment intervention in writing assignments in sixth grade. We examined whether the formative assessments (i.e. peer and self-assessment) would improve self-regulation, motivation and self-efficacy among sixth graders, and whether differential effects exist between formative assessment forms. The study lasted for 27 weeks. Participants (NÂ =Â 695) were exposed to one of three conditions: peer assessment intervention, self-assessment intervention, or a control condition. The interventions were delivered in a whole-classroom format. The results of a multilevel analysis showed that the use of formative assessment to develop self-regulation among students was effective for both intervention groups. Also, motivation was affected in both intervention groups. Finally, no significant differences were found between the peer assessment intervention and the self-assessment intervention concerning self-regulation, motivation, or self-efficacy. The implications of these results are discussed.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Studies in Educational Evaluation - Volume 51, December 2016, Pages 126-136
Journal: Studies in Educational Evaluation - Volume 51, December 2016, Pages 126-136
نویسندگان
Kelly D. Meusen-Beekman, Desirée Joosten-ten Brinke, Henny P.A. Boshuizen,