Assessment Strategies, Self-Regulated Learning Skills, and Perceptions of Assessment in Online Learning

Autor/inn/en	Mao, Jin; Peck, Kyle
Titel	Assessment Strategies, Self-Regulated Learning Skills, and Perceptions of Assessment in Online Learning
Quelle	In: Quarterly Review of Distance Education, 14 (2013) 2, S.75-95 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1528-3518
Schlagwörter	Evaluation Methods; Online Courses; Student Evaluation; Learning Strategies; Metacognition; Peer Evaluation; Scores; Educational Benefits; Student Attitudes; Teaching Methods; Questionnaires; Essays; Feedback (Response); Management Systems; Writing Evaluation; Evaluation Criteria; Likert Scales; Course Content; Knowledge Level; Collaborative Writing; Education Courses; Undergraduate Students; Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Schulnote; Studentische Bewertung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Bildungsertrag; Schülerverhalten; Teaching method; Lehrmethode; Unterrichtsmethode; Fragebogen; Essay; Aufsatzunterricht; Likert-Skala; Kursprogramm; Wissensbasis; Fortbildungskurs
Abstract	This study investigated the effects of assessment strategies and self-regulated learning skills on students' learning and perceptions of assessment for learning. The results revealed no statistically significant difference in the immediate skill-based and cognitive learning outcomes, but peer assessment teams scored significantly higher than the other teams in the subsequent collaborative writing process. Significant interaction effects were found in the participants' perceptions of assessment for learning. The findings support the emphasis on assessment processes and long-term learning benefits, and provide further evidence for the benefits of using assessment strategies and the value of learner assessment experience in online environments. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01