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ERIC Number: ED501134
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 15
Self-Efficacy in Mathematics and Students' Use of Self-Regulated Learning Strategies during Assessment Events
Tanner, Howard; Jones, Sonia
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v4 p275-282
High stakes summative assessment has been a significant element of educational policy in England and Wales for more than a decade. However, research evidence indicates that formative assessment is more likely to raise student achievement. Although some students are able to use summative assessment formatively, devising their own self-regulated learning strategies, which will support them in lifelong learning, many students fail to do so and for them an emphasis on summative assessment often leads to a reduction in self-efficacy and motivation. This paper reports on an investigation into students' beliefs about themselves as learners of mathematics and the strategies they use before and after assessment. Although most students believe in the value of revision, they often fail to employ effective revision strategies and many fail to use assessment results formatively. (Contains 1 table.) [For complete proceedings, see ED500860.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail:; Web site:
Publication Type: Reports - Descriptive; Speeches/Meeting Papers
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom (England); United Kingdom (Wales)