Perceived formative assessment and student motivational beliefs and self-regulation strategies: a multilevel analysis-Reference-Cited by-同舟云学术

Perceived formative assessment and student motivational beliefs and self-regulation strategies: a multilevel analysis

Published:2024-03-15 Issue:3 Volume:44 Page:284-302
ISSN:0144-3410
Container-title:Educational Psychology
language:en
Short-container-title:Educational Psychology

Author:

Luo Wenshu¹^ORCID,Lim Simon Qing Wei²

Affiliation:

1. School of Humanities and Education, Foshan University, Foshan, China

2. National Institute of Education, Nanyang Technological University, Singapore, Singapore

Funder

Singapore Ministry of Education

Education Research Funding Programme

Guangdong Provincial Philosophy and Social Science Funding Programme

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/01443410.2024.2354686

Reference65 articles.

1. Assessment Reform Group. (2002). Assessment for learning: 10 principles. https://www.researchgate.net/publication/271849158_Assessment_for_Learning_10_Principles_Research-based_principles_to_guide_classroom_practice_Assessment_for_Learning

2. The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

3. Formative assessment: a critical review

4. Working inside the Black Box: Assessment for Learning in the Classroom

5. Classroom assessment and pedagogy

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