THE RELATIONSHIP BETWEEN CURRENT ASSESSMENT MODELS AND SELF-REGULATION OF LEARNING IN HIGHER EDUCATION
A SCOPE REVIEW
DOI:
https://doi.org/10.22478/ufpb.2359-7003.2024v33n1.69074Keywords:
Assessment, Higher Education, FeedbackAbstract
The current study aims to investigate the relationships established between evaluative models and self-regulation of learning. The objective is to analyze the effects of assessments used in higher education on self-regulation of learning. The study utilized the “Dimensions” and “Web of Science” data indexers. The research population (P) comprises higher education, with assessment and self-regulation as key concepts (C). The global context serves as the overarching framework. Out of 329 articles identified, only 19 examined for their correlation between evaluation models and student learning self-regulation, with or without the use of 'feedback.' Notably, the concept of 'feedforward' is not yet explored in conjunction with these constructs. Additionally, a majority of the articles focused on assessing self-regulation of learning rather than establishing a clear connection between assessment and its potential influence on self-regulation within the field.
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