Self-regulated learning and formative assessment process on group work

  1. Fraile, Juan 1
  2. Gil-Izquierdo, María 2
  3. Zamorano-Sande, David 3
  4. Sánchez-Iglesias, Iván 4
  1. 1 Universidad Francisco de Vitoria
    info

    Universidad Francisco de Vitoria

    Pozuelo de Alarcón, España

    ROR https://ror.org/03ha64j07

  2. 2 Universidad Autónoma de Madrid
    info

    Universidad Autónoma de Madrid

    Madrid, España

    ROR https://ror.org/01cby8j38

  3. 3 Universidad Politécnica de Madrid
    info

    Universidad Politécnica de Madrid

    Madrid, España

    ROR https://ror.org/03n6nwv02

  4. 4 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Revista:
Relieve: Revista ELectrónica de Investigación y EValuación Educativa

ISSN: 1134-4032

Año de publicación: 2020

Título del ejemplar: Monográfico: Evaluación en la Educación Superior

Volumen: 26

Número: 1

Tipo: Artículo

DOI: 10.7203/RELIEVE.26.1.17402 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Relieve: Revista ELectrónica de Investigación y EValuación Educativa

Objetivos de desarrollo sostenible

Resumen

This study aimed to design and implement a formative assessment context for a group assignment. This setting is based on self-regulated learning, the beneficial practices exposed in the literature and the challenges for the next decade. We carried out quantitative research using two questionnaires to measure self-regulated learning skills and the way of working as a group. The participants were 88 students getting a degree in Sports Sciences. Results showed that the reported way of working in groups has no impact on performance. Furthermore, higher self-regulation in their learning style and the use of assessment criteria led to higher performance. We did not find any differences regarding avoidance self-regulation style. We discuss theoretical and educational implications.

Información de financiación

Este trabajo ha sido financiado por la Universidad Francisco de Vitoria en la Convocatoria de Investigación en Innovación Educativa 2020 en el proyecto “Empleo interdisciplinar y formativo de las rúbricas en educación superior” (UFV2020-46).

Financiadores

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