Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention

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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.
Original languageEnglish
Pages (from-to)126-136
JournalStudies in Educational Evaluation
Volume51
DOIs
Publication statusPublished - 5 Nov 2016

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self-regulation
school grade
student
self-assessment
self-efficacy
multi-level analysis
Group
classroom

Keywords

  • self-regulation
  • peer assessment
  • self-assessment
  • formative assessment

Cite this

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title = "Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention",
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.",
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Effects of formative assessments to develop self-regulation among sixth grade students: Results from a randomized controlled intervention. / Meusen-Beekman, Kelly; Joosten-ten Brinke, Desirée; Boshuizen, Els.

In: Studies in Educational Evaluation, Vol. 51, 05.11.2016, p. 126-136.

Research output: Contribution to journalArticleAcademicpeer-review

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AB - 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.

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