2013 effect of different score reports of web-based formative test on students self-regulated learning-结构方程分析测试报告.pdfVIP

Computers Education 66 (2013) 54–63 Contents lists available at SciVerse ScienceDirect Computers Education journal homepage: /locate/compedu Effect of different score reports of Web-based formative test on students’ self-regulated learning Xiaoling Zou a, *, Xuning Zhang b a Research Academia for Linguistics, Cognition Application, Chongqing University, Chongqing 401331, China b College of Mobile Telecommunications, Chongqing University of Posts and Telecom, Chongqing 401521, China a r t i c l e i n f o a b s t r a c t Article history: A new score report based on a mechanism of formative assessment and feedback is developed to offer Received 14 September 2012 individual testees not only their final scores but also their sub-scale scores, their percentile position, as Received in revised form well as corresponding feedback on self-regulation strategies. Structural equation modeling is adopted in 18 February 2013 the confirmatory factor analysis to validate the questionnaire data as well as the Web-based test. In Accepted 19 February 2013 designing and developing the new score report, multiple regression analysis is employed to quantita- tively analyze the relationship between sub-scale scores and testee use of cognitive regulation. The Keywords: experiment is then qualitatively complemented by the one-to-one interview. Results indicate that the Web-based formative test Formative assessment and feedba