Self-regulated learning and formative assessment process on group work

Authors

DOI:

https://doi.org/10.7203/relieve.26.1.17402

Keywords:

University studies, Evaluation criterion, Group work, Self-assessment

Abstract

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.

Author Biographies

Juan Fraile, Francisco de Vitoria University (Spain)  

PhD in Physical Activity and Sport Sciences from the Polytechnic University of Madrid. He is currently a professor at Francisco de Vitoria University. His line of research is related to the contexts of formative assessment, in particular, self-regulated learning and the use of rubrics.

María Gil-Izquierdo, Autonomous University of Madrid (Spain)

PhD in Economics from the Complutense University of Madrid. Degree in Economics from the Universidad Carlos III de Madrid and Diploma in Business Studies from the Universidad de Extremadura. She is currently a professor in the Department of Applied Economics at the Universidad Autónoma de Madrid. Her main lines of research are Economics of Education, Economic Analysis of Poverty, the Distribution and Redistribution of Income, and Statistical Data Analysis.  

David Zamorano-Sande, Polytechnic University of Madrid (Spain)

Graduated in Physical Activity and Sport Sciences from the Polytechnic University of Madrid. His main lines of research are related to the contexts of formative assessment, specifically in its application to physical education.

Iván Sánchez-Iglesias, Complutense University of Madrid (Spain)

Doctor of Psychology from the Autonomous University of Madrid, and Master's Degree in Methodology of Behavioral and Health Sciences. He currently teaches in the Department of Psychobiology & Methodology of Behavioral Sciences, at the Universidad Complutense de Madrid. He is a member of the research group for the project entitled “Key elements for academic success in higher education: self-regulated learning”.

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Published

2020-10-20

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Vol. 26 No. 1 (2020): Monográfico: Evaluación en la Educación Superior

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Special Section

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