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Communication Dans Un Congrès Année : 2022

Fostering self-regulated learning by increasing student agency in assessment - student perceptions

Johanna Rämö
  • Fonction : Auteur
  • PersonId : 1156933
Jokke Häsä
  • Fonction : Auteur
  • PersonId : 1035045
Liisa Myyry
  • Fonction : Auteur
  • PersonId : 1156934
Zi Yan
  • Fonction : Auteur
  • PersonId : 1156935

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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Dates et versions

hal-03753459 , version 1 (18-08-2022)

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  • HAL Id : hal-03753459 , version 1

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Johanna Rämö, Jokke Häsä, Liisa Myyry, Zi Yan. Fostering self-regulated learning by increasing student agency in assessment - student perceptions. Twelfth Congress of the European Society for Research in Mathematics Education (CERME12), Feb 2022, Bozen-Bolzano, Italy. ⟨hal-03753459⟩

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