Students’ perceptions of the assessment programme’s impact on self-regulated learning: a multiple-case study-Reference-Cited by-同舟云学术

Students’ perceptions of the assessment programme’s impact on self-regulated learning: a multiple-case study

Published:2024-05-16 Issue: Volume: Page:1-17
ISSN:0260-2938
Container-title:Assessment & Evaluation in Higher Education
language:en
Short-container-title:Assessment & Evaluation in Higher Education

Author:

Schellekens Lonneke H.¹^ORCID,Van der Schaaf Marieke F.²,Baartman Liesbeth K. J.³^ORCID,Van der Vleuten Cees P. M.⁴,Kremer Wim D. J.¹,Bok Harold G. J.¹

Affiliation:

1. Department of Population Health Sciences, Faculty of Veterinary Medicine, Utrecht University, Utrecht, Netherlands

2. Utrecht Center for Research and Development of Health Professions Education, University Medical Centre Utrecht and Utrecht University, Utrecht, Netherlands

3. Research Group Vocational Education, Utrecht University of Applied Sciences, Utrecht, Netherlands

4. Department of Educational Development and Research, Faculty of Health, Medicine and Life Sciences, Maastricht University, Maastricht, Netherlands

Publisher

Informa UK Limited

Link

https://www.tandfonline.com/doi/pdf/10.1080/02602938.2024.2343317

Reference52 articles.

1. Alkharusi H. 2009. “Classroom Assessment Environment Self-efficacy and Mastery Goal Orientation: A Causal Model.” INTI Journal: Special Issue on Teaching and Learning 104–116. http://eprints.intimal.edu.my/id/eprint/409

2. The Impact of Students' Perceptions of Assessment Tasks on Self-Eefficacy and Perception of Task Value: A Path Analysis

3. The Role of Classroom Assessment in Supporting Self-Regulated Learning

4. Exploring students’ feedback seeking behavior in the context of programmatic assessment

5. Self-Regulated Learning Skills of Undergraduate Students and the Role of Higher Education in Promoting Self-Regulation