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- Publisher Website: 10.1080/03075079.2019.1688282
- Scopus: eid_2-s2.0-85075460589
- WOS: WOS:000497286700001
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Article: Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: a comparison of summative and formative models
Title | Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: a comparison of summative and formative models |
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Authors | |
Keywords | approaches to learning formative assessment Self-assessment self-efficacy summative assessment |
Issue Date | 2021 |
Citation | Studies in Higher Education, 2021, v. 46, n. 7, p. 1296-1311 How to Cite? |
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. |
Persistent Identifier | http://hdl.handle.net/10722/309513 |
ISSN | 2023 Impact Factor: 3.7 2023 SCImago Journal Rankings: 1.614 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Nieminen, Juuso Henrik | - |
dc.contributor.author | Asikainen, Henna | - |
dc.contributor.author | Rämö, Johanna | - |
dc.date.accessioned | 2021-12-29T07:02:37Z | - |
dc.date.available | 2021-12-29T07:02:37Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | Studies in Higher Education, 2021, v. 46, n. 7, p. 1296-1311 | - |
dc.identifier.issn | 0307-5079 | - |
dc.identifier.uri | http://hdl.handle.net/10722/309513 | - |
dc.description.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. | - |
dc.language | eng | - |
dc.relation.ispartof | Studies in Higher Education | - |
dc.subject | approaches to learning | - |
dc.subject | formative assessment | - |
dc.subject | Self-assessment | - |
dc.subject | self-efficacy | - |
dc.subject | summative assessment | - |
dc.title | Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment: a comparison of summative and formative models | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/03075079.2019.1688282 | - |
dc.identifier.scopus | eid_2-s2.0-85075460589 | - |
dc.identifier.volume | 46 | - |
dc.identifier.issue | 7 | - |
dc.identifier.spage | 1296 | - |
dc.identifier.epage | 1311 | - |
dc.identifier.eissn | 1470-174X | - |
dc.identifier.isi | WOS:000497286700001 | - |