Self-regulated learning and formative assessment process on group work
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Self-regulated learning and formative assessment process on group work

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Self-regulated learning and formative assessment process on group work

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Fraile, Juan; Gil Izquierdo, María; Zamorano Sande, David; Sánchez Iglesias, Iván
This document is a artículo publicadoDate2020
This study aimed to design and implement a formative assessment context for a group assignment. This setting is based on self-regulated learning, the beneficial practices exposed in the literature and the challenges for the next decade. We carried out quantitative research using two questionnaires to measure self-regulated learning skills and the way of working as a group. The participants were 88 students getting a degree in Sports Sciences. Results showed that the reported way of working in groups has no impact on performance. Furthermore, higher self-regulation in their learning style and the use of assessment criteria led to higher performance. We did not find any differences regarding avoidance self-regulation style. We discuss theoretical and educational implications.

    Fraile, Juan ; Gil Izquierdo, María ; Zamorano Sande, David ; Sánchez Iglesias, Iván. Self-regulated learning and formative assessment process on group work. En: Relieve: Revista ELectrónica de Investigación y EValuación Educativa, 26 1 2020: 7-

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