Fostering self-regulated learning by increasing student agency in assessment - student perceptions
Résumé
This study investigated students' perceptions of different assessment methods in an undergraduate mathematics course. Each student could choose from two summative methods, exam and selfassessment, for their course grade. Embracing this form of agency, most the students chose selfassessment. A content-based analysis of the reasons students gave for their choice produced a variety of expressions of self-regulation. Many students recognised the value of self-assessment for their continuous learning and were motivated by it. Others acted from affective reasons, enjoying or agonising about one or the other method. Still others aimed to control their behaviour by challenging themselves or managing their workload. Choices were also made from purely practical reasons. The results give teachers valuable information on what students consider important in assessment. They also point to the usefulness of the study design for studying student agency and self-regulation.
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