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ERIC Number: EJ1008453
Record Type: Journal
Publication Date: 2013-Aug
Pages: 10
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0360-1315
Effect of Different Score Reports of Web-Based Formative Test on Students' Self-Regulated Learning
Zou, Xiaoling; Zhang, Xuning
Computers & Education, v66 p54-63 Aug 2013
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.)
Elsevier. 3251 Riverport Lane, Maryland Heights, MO 63043. Tel: 800-325-4177; Tel: 314-447-8000; Fax: 314-447-8033; e-mail: JournalCustomerService-usa@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A