Sustainability of developed self-regulation by means of formative assessment among young adolescents: A longitudinal study

K. S. Beekman*, D. Joosten - ten Brinke, H.P.A. Boshuizen

*Corresponding author for this work

Research output: Contribution to journalArticleAcademicpeer-review

Abstract

The present study examined the long-term impact of a formative assessment intervention in primary education on the development of students’ levels of self-regulation, motivation, and self-efficacy after their transition to secondary education. Participants in the study included 695 Dutch sixth graders from 17 schools. A longitudinal design with measurements on three time points was adopted. The first part of the study, consisting of a pretest, the intervention, and posttest, was conducted during the students’ last 7 months in primary education using two experimental conditions, with peer- and self-assessment, and a control condition. A follow-up took place 10 weeks later, after the summer break and at the commencement of the participants’ secondary education. Longitudinal multilevel analyses showed that the development of self-regulation and motivation is significantly positively associated with the formative self- and peer-assessment interventions and continues after the transition to secondary education. Results are discussed with regard to theoretical and practical consequences.
Original languageEnglish
Article number746819
Number of pages11
JournalFrontiers in Education
Volume6
DOIs
Publication statusPublished - 28 Oct 2021

Keywords

  • self-regulation
  • formative assessment
  • self-regulated learning
  • self-assessment
  • peer-assessment
  • feedback
  • motivation

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