Effect of different score reports of Web-based formative test on students' self-regulated learning

A new score report based on a mechanism of formative assessment and feedback is developed to offer individual testees not only their final scores but also their sub-scale scores, their percentile position, as well as corresponding feedback on self-regulation strategies. Structural equation modeling is adopted in the confirmatory factor analysis to validate the questionnaire data as well as the Web-based test. In designing and developing the new score report, multiple regression analysis is employed to quantitatively analyze the relationship between sub-scale scores and testee use of cognitive regulation. The experiment is then qualitatively complemented by the one-to-one interview. Results indicate that the new score report is more efficient to students' self-regulated learning than the traditional one.

► We develop a score report offering testee scores, percentile and strategy feedback. ► Structural equation model & multiple regression are used in quantitative analysis. ► One-to-one interview is qualitatively complemented. ► New score report promotes self-regulated learning, learning goals and motivation. ► New score report boosts self-evaluation and reflection, encourages communication.