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T1  - 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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UR  - http://hdl.handle.net/10138/335981 
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A1  - Nieminen, Juuso Henrik; Asikainen, Henna; Rämö, Johanna 
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Y1  - 2021 
LA  - eng 
AB  - 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 s... 
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KW  - 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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