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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dc.contributor.author Fraile, Juan es
dc.contributor.author Gil Izquierdo, María es
dc.contributor.author Zamorano Sande, David es
dc.contributor.author Sánchez Iglesias, Iván es
dc.date.accessioned 2021-02-22T11:13:58Z
dc.date.available 2021-02-22T11:13:58Z
dc.date.issued 2020 es
dc.identifier.uri https://hdl.handle.net/10550/78015
dc.description.abstract 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. es
dc.source 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- es
dc.title Self-regulated learning and formative assessment process on group work es
dc.type info:eu-repo/semantics/article en
dc.type info:eu-repo/semantics/publishedVersion en
dc.subject.unesco UNESCO::PEDAGOGÍA es
dc.identifier.doi 10.7203/relieve.26.1.17402 es

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