Students’ perceptions of the assessment programme’s impact on self-regulated learning
A multiple-case study
Bibliographic Data
| ID | 19379703 |
|---|---|
| Authors | Lonneke H Schellekens (0000-0002-2535-2331, Utrecht University, corresponding author), Marieke van der Schaaf (0000-0001-6555-5320, Utrecht Center for Research and Development of Health Professions Education, University Medical Centre Utrecht and Utrecht University, Utrecht, Netherlands), Liesbeth Baartman (0000-0002-3369-9992, Research Group Vocational Education, Utrecht University of Applied Sciences, Utrecht, Netherlands), Cees P M Van Der Vleuten (Maastricht University), Cees Van Der Vleuten (0000-0001-6802-3119, Maastricht University), Wim D J Kremer (Utrecht University), Harold G J Bok (0000-0002-6435-0240, Utrecht University) |
| Year | 2024 |
| Volume | 49 |
| Issue | 8 |
| Pages | 1074-1090 |
| Publication date | 2024-11-16 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Assessment & Evaluation in Higher Education (JOURNAL) |
| Journal identifiers | ISSN: 0260-2938 • E-ISSN: 1469-297X |
| Publisher | Informa UK Limited (PUBLISHER • GB) |
| DOI | 10.1080/02602938.2024.2343317 |
| OpenAlex | W4396960971 |
| Language | EN |
| Citations received | 3 |
| References cited | 45 |
It is assumed that a programmatic approach to assessment supports students’ self-regulated learning (SRL). This study investigated students’ perceptions of this assumed support. Using a multiple-case study design, this study examined students’ perceptions in two distinct study programmes. In each case, first-year students were enrolled in an assessment programme that was designed in accordance with the principles of programmatic assessment, which integrate both assessment purposes of assessment for learning (AfL) and assessment of learning (AoL). The second-year students in each case were enrolled in an assessment programme with a traditional AoL assessment approach. The findings suggest that in both cases first-year students perceived their assessment programme as more positive for their learning than second-year students. Through a cross-case analysis of students’ perceptions of the two assessment programmes, three themes were identified that are essential to support students’ SRL: 1) assessment design; 2) assessment as a dialogue; and 3) assessment as an information source. Key aspects of the themes that support or hinder SRL are discussed. The findings of this study highlight the importance of programme-level assessment design to support students in their SRL
Assessment for learning · Formative assessment · Mathematics education · Medical education · Pedagogy · Perception · Self-assessment · Innovative Teaching and Learning Methods · Medicine · Psychology · Reflective Practices in Education · Student Assessment and Feedback
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Models of Self-regulated Learning
Fusing self-regulated learning and formative assessment
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A Review of Self-regulated Learning
Student perspectives on programmatic assessment in a large medical programme
Ottawa 2020 consensus statements for programmatic assessment – 2. Implementation and practice
Students’ perceptions of assessment quality related to their learning approaches and learning outcomes
The implications of programme assessment patterns for student learning
How does assessment drive learning? A focus on students’ development of evaluative judgement
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Exploring students’ feedback seeking behavior in the context of programmatic assessment
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Assessment planning at the program-level
The whole is greater than the sum of its parts
Rethinking models of feedback for learning
Using classroom assessment to promote self-regulated learning and the factors influencing its (in)effectiveness
The Impact of Students' Perceptions of Assessment Tasks on Self-Eefficacy and Perception of Task Value
The Utility of Template Analysis in Qualitative Psychology Research
Formative assessment and self-regulated learning
Becoming a Self-Regulated Learner
| Citations per year | 3 |
|---|---|
| Citation span | 2025 - 2025 (1) |
| Highly cited | No |