Effects of Formative Assessment on Students’ Regulation of Learning: A Meta-Analysis

• In Event: Examining Student Learning Processes and Teacher Classroom Assessment Practices

Abstract

This meta-analysis examines the effects of formative assessment (FA) interventions on students’ self-regulated learning (SRL). Theoretically, FA can facilitate SRL. However, empirical evidence is scattered and has not been systematically synthesized. It is unclear if and to what extent FA increases SRL across educational levels and if the effect differs by the way FA is implemented. Meta-analytic methods were used to synthesize 26 years of empirical evidence to examine the effects of FA on SRL. Preliminary results suggest that, on average, FA promotes SRL, although considerable heterogeneity across studies was observed, and the effects differ by SRL components.

Authors

• Elie Chingyen Yu, University at Albany - SUNY

• Heidi L. Andrade, University at Albany - SUNY

• Mariola Moeyaert, University at Albany - SUNY

• Wim Van den Noortgate, KU Leuven

• Dylan R. Wiliam, UCL Institute of Education

• YangHyun Kim, City University of New York

• Angela M. Lui, CUNY - School of Professional Studies

• Diana Akhmedjanova, National Research University "Higher School of Economics"