Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment : a comparison of summative and formative models

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Nieminen , J H , Asikainen , H & Rämö , J 2021 , ' Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment : a comparison of summative and formative models ' , Studies in Higher Education , vol. 46 , no. 7 , pp. 1296-1311 . https://doi.org/10.1080/03075079.2019.1688282

Title: Promoting deep approach to learning and self-efficacy by changing the purpose of self-assessment : a comparison of summative and formative models
Author: Nieminen, Juuso Henrik; Asikainen, Henna; Rämö, Johanna
Other contributor: University of Helsinki, Mathematics Education Research Group
University of Helsinki, Faculty of Biological and Environmental Sciences
University of Helsinki, Department of Mathematics and Statistics




Date: 2021
Language: eng
Number of pages: 16
Belongs to series: Studies in Higher Education
ISSN: 0307-5079
DOI: https://doi.org/10.1080/03075079.2019.1688282
URI: http://hdl.handle.net/10138/335981
Abstract: Self-assessment has been portrayed as a way to promote lifelong learning in higher education. While most of the previous literature builds on the idea of self-assessment as a formative tool for learning, some scholars have suggested using it in a summative way. In the present study, we have empirically compared formative and summative models for self-assessment, based on different educational purposes (N = 299). Latent profile analysis was used to observe student subgroups in terms of deep and surface approaches to learning. The results show that the student profiles varied between the self-assessment models. The students taking part in the summative self-assessment group were overrepresented amongst the profile with high level of deep approach to learning. Also, summative self-assessment was related to an increased level of self-efficacy. The study implies that summative self-assessment can be used to foster students' studying; however, this requires a context where aligning self-assessment with future-driven pedagogical purposes is possible.
Subject: Self-assessment
summative assessment
formative assessment
approaches to learning
self-efficacy
ASSESSMENT PREFERENCES
ASSESSMENT SCRIPTS
HIGHER-EDUCATION
PERFORMANCE
ENVIRONMENT
FUTURE
IMPACT
POWER
111 Mathematics
516 Educational sciences
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