Effect of Different Score Reports of Web-Based Formative Test on Students' Self-Regulated Learning

Autor/inn/en	Zou, Xiaoling; Zhang, Xuning
Titel	Effect of Different Score Reports of Web-Based Formative Test on Students' Self-Regulated Learning
Quelle	In: Computers & Education, 66 (2013), S.54-63 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0360-1315
DOI	10.1016/j.compedu.2013.02.016
Schlagwörter	Formative Evaluation; Feedback (Response); Computer Assisted Testing; Learning Strategies; Scores; Structural Equation Models; Factor Analysis; Multiple Regression Analysis; Interviews; Questionnaires + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Faktorenanalyse; Interviewing; Interviewtechnik; Fragebogen
Abstract	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. (Contains 9 tables and 2 figures.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10