{"title":"Differential Effects of Additional Formative Assessments on Student Learning Behaviors and Outcomes","authors":"Natalie Borter","doi":"10.5817/sp2023-3-1","DOIUrl":null,"url":null,"abstract":"It is well-established that formative assessments with accompanying feedback can enhance learning. However, the degree to which additional formative assessments on the same material further improve learning outcomes remains an open research question. Moreover, it is unclear whether providing additional formative assessments impacts self-regulated learning behavior, and if the benefits of such assessments depend on students' self-regulated learning behavior. The current study, conducted in a real-world blended learning setting and using a Learning Analytics approach, compares 154 students who completed additional formative assessments with 154 students who did not. The results indicate that the additional formative assessments led to an improvement in learning outcomes, but also had both positive and negative effects on students' self-regulated learning behavior. Students who completed additional formative assessments performed better on the assessments but reported lower levels of subjective comprehension and devoted more time to completing exercises. Simultaneously, they devoted less effort to additional learning activities (additional investment), such as class preparation and post-processing. Furthermore, the impact of additional formative assessments on learning success depended on students' self-regulated learning behavior. It was primarily the students who invested above-average time during formative assessments (time investment) who benefited from the additional exercises. Cluster analysis revealed that high-effort students (those with above-average time investment and above-average additional investment) gained the most from the extra exercises. In contrast, low-effort students and those who achieved high performance with relatively low effort (efficient students) did not benefit from additional formative assessments. In conclusion, providing students with additional formative assessments can enhance learning, but it should be done with caution as it can alter self-regulated learning behavior in both positive and negative ways, and not all students may benefit from it equally.","PeriodicalId":37607,"journal":{"name":"Studia Paedagogica","volume":"254 22","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2024-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Studia Paedagogica","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5817/sp2023-3-1","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 0
Abstract
It is well-established that formative assessments with accompanying feedback can enhance learning. However, the degree to which additional formative assessments on the same material further improve learning outcomes remains an open research question. Moreover, it is unclear whether providing additional formative assessments impacts self-regulated learning behavior, and if the benefits of such assessments depend on students' self-regulated learning behavior. The current study, conducted in a real-world blended learning setting and using a Learning Analytics approach, compares 154 students who completed additional formative assessments with 154 students who did not. The results indicate that the additional formative assessments led to an improvement in learning outcomes, but also had both positive and negative effects on students' self-regulated learning behavior. Students who completed additional formative assessments performed better on the assessments but reported lower levels of subjective comprehension and devoted more time to completing exercises. Simultaneously, they devoted less effort to additional learning activities (additional investment), such as class preparation and post-processing. Furthermore, the impact of additional formative assessments on learning success depended on students' self-regulated learning behavior. It was primarily the students who invested above-average time during formative assessments (time investment) who benefited from the additional exercises. Cluster analysis revealed that high-effort students (those with above-average time investment and above-average additional investment) gained the most from the extra exercises. In contrast, low-effort students and those who achieved high performance with relatively low effort (efficient students) did not benefit from additional formative assessments. In conclusion, providing students with additional formative assessments can enhance learning, but it should be done with caution as it can alter self-regulated learning behavior in both positive and negative ways, and not all students may benefit from it equally.
期刊介绍:
Studia Paedagogica publishes original papers on education, upbringing and learning from all spheres of social life. The papers are theoretical, but mainly empirical as the journal publishes research undertaken in the Czech Republic and abroad. The journal publishes only original research papers and is open to both experienced and early researchers. Early researchers can publish their papers in the section Emerging Researchers of the journal and are offered intensive editorial support. The journal is interdisciplinary - it covers current topics in educational research while at the same time providing scope for studies grounded in other social sciences. The journal publishes four issues per year, two issues are dedicated to general interest articles and are in Czech, two issues are on a single topic and are in English. Studia Paedagogica is a peer reviewed journal published by the Masaryk University. The executive editors are members of the staff of the Department of Educational Sciences and the editorial board comprises of international experts. The name of the journal is derived from the name of its predecessor, Studia minora facultatis philosophicae universitatis brunensis (Sborník prací filozofické fakulty brněnské univerzity), which was issued from 1996 to 2008. However, the tradition of the journal dates much further back as the pedagogical-psychological series of the journal was published even between 1966 to 1995.