File Download
There are no files associated with this item.
Links for fulltext
(May Require Subscription)
- Publisher Website: 10.1080/02602938.2020.1720595
- Scopus: eid_2-s2.0-85079030858
- WOS: WOS:000512926300001
- Find via
Supplementary
- Citations:
- Appears in Collections:
Article: ‘Finally studying for myself’–examining student agency in summative and formative self-assessment models
Title | ‘Finally studying for myself’–examining student agency in summative and formative self-assessment models |
---|---|
Authors | |
Keywords | agency Self-assessment summative self-assessment |
Issue Date | 2020 |
Citation | Assessment and Evaluation in Higher Education, 2020, v. 45, n. 7, p. 1031-1045 How to Cite? |
Abstract | Promoting student agency has been seen as the primary function for new generation assessment environments. In this paper, we introduce two models of self-assessment as a way to foster students’ sense of agency. A socio-cultural framework was utilised to understand the interaction between student agency and self-assessment. Through a comparative design, we investigated whether formative self-assessment and summative self-assessment, based on self-grading, would offer students different affordances for agency. The results show that while both models offered affordances for agentic learning, future-driven agency was only presented by the students studying according to the summative model. Our results shed light on the interplay of student agency and self-assessment in higher education. |
Persistent Identifier | http://hdl.handle.net/10722/309519 |
ISSN | 2023 Impact Factor: 4.1 2023 SCImago Journal Rankings: 2.738 |
ISI Accession Number ID |
DC Field | Value | Language |
---|---|---|
dc.contributor.author | Nieminen, Juuso Henrik | - |
dc.contributor.author | Tuohilampi, Laura | - |
dc.date.accessioned | 2021-12-29T07:02:38Z | - |
dc.date.available | 2021-12-29T07:02:38Z | - |
dc.date.issued | 2020 | - |
dc.identifier.citation | Assessment and Evaluation in Higher Education, 2020, v. 45, n. 7, p. 1031-1045 | - |
dc.identifier.issn | 0260-2938 | - |
dc.identifier.uri | http://hdl.handle.net/10722/309519 | - |
dc.description.abstract | Promoting student agency has been seen as the primary function for new generation assessment environments. In this paper, we introduce two models of self-assessment as a way to foster students’ sense of agency. A socio-cultural framework was utilised to understand the interaction between student agency and self-assessment. Through a comparative design, we investigated whether formative self-assessment and summative self-assessment, based on self-grading, would offer students different affordances for agency. The results show that while both models offered affordances for agentic learning, future-driven agency was only presented by the students studying according to the summative model. Our results shed light on the interplay of student agency and self-assessment in higher education. | - |
dc.language | eng | - |
dc.relation.ispartof | Assessment and Evaluation in Higher Education | - |
dc.subject | agency | - |
dc.subject | Self-assessment | - |
dc.subject | summative self-assessment | - |
dc.title | ‘Finally studying for myself’–examining student agency in summative and formative self-assessment models | - |
dc.type | Article | - |
dc.description.nature | link_to_subscribed_fulltext | - |
dc.identifier.doi | 10.1080/02602938.2020.1720595 | - |
dc.identifier.scopus | eid_2-s2.0-85079030858 | - |
dc.identifier.volume | 45 | - |
dc.identifier.issue | 7 | - |
dc.identifier.spage | 1031 | - |
dc.identifier.epage | 1045 | - |
dc.identifier.eissn | 1469-297X | - |
dc.identifier.isi | WOS:000512926300001 | - |