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Please use this identifier to cite or link to this item: http://hdl.handle.net/1820/9044
Title: Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention
Authors: Meusen-Beekman, Kelly
Joosten-ten Brinke, Desirée
Boshuizen, Els
Keywords: self-regulation
peer assessment
self-assessment
formative assessment
Issue Date: 2016
Citation: Meusen-Beekman, K. D., Joosten-ten Brinke, D. & Boshuizen, H. P. A. (2016). Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. Studies in Educational Evaluation, 51, 126-136
Abstract: This article presents the results of a formative assessment intervention in writing assignments in sixth grade. We examined whether formative assessments 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 (N = 695) were exposed to one of three conditions: peer assessment intervention, self-assessment intervention, or a control condition. The intervention was 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.
URI: http://hdl.handle.net/1820/9044
Appears in Collections:1. FEEEL Publications, books and conference papers



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