Formative assessment shows gains in student self-efficacy and motivation and particular benefits for disadvantaged and low-achieving students¶

Claim · All claims
Evidence · 1 study · review r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Formative assessment can promote significant gains in student self-efficacy and motivation, and studies show benefits for disadvantaged and low-achieving students. → Shute 2013

Evidence¶

Shute 2013¶

Shute, V. J., & Kim, Y. J. (2013). Formative and stealth assessment. In J.M. Spector et al. (eds.), Handbook of Research on Educational Communications and Technology. Springer. https://doi.org/10.1007/978-1-4614-3185-5_25

q2 · i? · review · r2

The chapter reports, citing Kim (2007) and Black et al. (2003), that "formative assessment can promote significant gains in student self-efficacy and motivation," and separately cites Fuchs et al. (1997) for "benefits for disadvantaged and low-achieving students." No effect sizes are printed for either cited finding.

"there is evidence that formative assessment can promote significant gains in student self-efficacy and motivation (Kim, 2007), which are predictors of high school graduation"

Discussion¶

Related Claims¶

• Among low baseline self-efficacy students, favorability toward a format moderated its benefit: tutor favorability favored tutor gains, paper unfavorability favored paper gains — related
• Students with lower baseline self-efficacy achieved greater learning gains in both practice formats, though the relationship varied with favorability toward each format — related
• Self Assessment Improves Self Regulated Learning — related
• Web-based SRL training combined with a learning diary (Group TD) produced statistically significant pre-post gains in SRL knowledge, the SRL overall score and self-efficacy, but not in mathematics scores, among prospective university students in an online preparation course — related