Promoting Deep Approach to Learning and Self-Efficacy by Changing the Purpose of Self-Assessment: A Comparison of Summative and Formative Models

Autor/inn/en	Nieminen, Juuso Henrik; Asikainen, Henna; Rämö, Johanna
Titel	Promoting Deep Approach to Learning and Self-Efficacy by Changing the Purpose of Self-Assessment: A Comparison of Summative and Formative Models
Quelle	In: Studies in Higher Education, 46 (2021) 7, S.1296-1311 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nieminen, Juuso Henrik) ORCID (Asikainen, Henna) ORCID (Rämö, Johanna)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2019.1688282
Schlagwörter	Learning Processes; Study; Self Efficacy; Self Evaluation (Individuals); Formative Evaluation; Summative Evaluation; Mathematics Achievement; College Mathematics; Undergraduate Students; Research Universities; Questionnaires; Learning Strategies; Foreign Countries; Finland (Helsinki); Motivated Strategies for Learning Questionnaire + Suchen Sie Ihr Suchwort? Learning process; Lernprozess; Studies; Studium; Self-efficacy; Selbstwirksamkeit; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Forschungseinrichtung; Fragebogen; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Ausland
Abstract	Self-assessment has been portrayed as a way to promote lifelong learning in higher education. While most of the previous literature builds on the idea of self-assessment as a formative tool for learning, some scholars have suggested using it in a summative way. In the present study, we have empirically compared formative and summative models for self-assessment, based on different educational purposes (N = 299). Latent profile analysis was used to observe student subgroups in terms of deep and surface approaches to learning. The results show that the student profiles varied between the self-assessment models. The students taking part in the summative self-assessment group were overrepresented amongst the profile with high level of deep approach to learning. Also, summative self-assessment was related to an increased level of self-efficacy. The study implies that summative self-assessment can be used to foster students' studying; however, this requires a context where aligning self-assessment with future-driven pedagogical purposes is possible. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01