THE EFFECT OF TEACHER FEEDBACK (WRITTEN AND ORAL) IN FORMATIVE ASSESSMENT ON SELF-EFFICACY AND THE USE OF SELF-REGULATING LEARNING STRATEGIES FOR SECONDARY SCHOOL STUDENTS

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YOUSEFVAND MEHDI; SARAMI GHOLAMREZA; KADIVAR PARVIN; ESHRATIFARD ADNAN

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Journal: NEW THOUGHTS ON EDUCATION Year:2014 | Volume:10 | Issue:1 Page(s): 50-73

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Title

THE EFFECT OF TEACHER FEEDBACK (WRITTEN AND ORAL) IN FORMATIVE ASSESSMENT ON SELF-EFFICACY AND THE USE OF SELF-REGULATING LEARNING STRATEGIES FOR SECONDARY SCHOOL STUDENTS

Author(s)

YOUSEFVAND MEHDI | SARAMI GHOLAMREZA | KADIVAR PARVIN | ESHRATIFARD ADNAN | Issue Writer Certificate

Keywords

WRITTEN FEEDBACKQ2

ORAL FEEDBACKQ2

FORMATIVE ASSESSMENTQ2

SELFQ2

EFFICACYQ2

SELFQ2

REGULATING LEARNING STRATEGIESQ2

Abstract

The aim of this research was studying the effect of teacher feedback (written and oral) in FORMATIVE ASSESSMENT on SELF-efficacy and the extent of students'' SELF-regulating learning strategies use. For this purpose, 66students were selected using multi-stage cluster sampling method and then they were randomly put into control and experimental groups. The groups included the first experimental group (i.e. the students who received WRITTEN FEEDBACK after formative evaluation), the second experimental group (i.e. the students who received ORAL FEEDBACK after FORMATIVE ASSESSMENT) and control group. The instruments used for the purpose of data collection were the Morgan-Jinks Student EFFICACY Scale (MJSES), Sherer et al. General SELF-Efficacy Scale and Pintrich Strategies for Learning Questionnaire. Each experimental group received feedback after FORMATIVE ASSESSMENT based on Butler and Winne (1995) modified feedback model for 10 weeks. During this period, participants in the control group received feedback in traditional way. The results revealed that training could develop SELF-efficacy and the use of SELF-regulating learning strategies in experimental groups compared with the control group. So, the methods of presenting effective feedback are educable, they increase the efficiency of learners in motivational and educational areas and promote the better use of SELF-regulating learning strategies.

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APA: Copy

YOUSEFVAND, MEHDI, SARAMI, GHOLAMREZA, KADIVAR, PARVIN, & ESHRATIFARD, ADNAN. (2014). THE EFFECT OF TEACHER FEEDBACK (WRITTEN AND ORAL) IN FORMATIVE ASSESSMENT ON SELF-EFFICACY AND THE USE OF SELF-REGULATING LEARNING STRATEGIES FOR SECONDARY SCHOOL STUDENTS. NEW THOUGHTS ON EDUCATION, 10(1), 50-73. SID. https://sid.ir/paper/409682/en

Vancouver: Copy

YOUSEFVAND MEHDI, SARAMI GHOLAMREZA, KADIVAR PARVIN, ESHRATIFARD ADNAN. THE EFFECT OF TEACHER FEEDBACK (WRITTEN AND ORAL) IN FORMATIVE ASSESSMENT ON SELF-EFFICACY AND THE USE OF SELF-REGULATING LEARNING STRATEGIES FOR SECONDARY SCHOOL STUDENTS. NEW THOUGHTS ON EDUCATION[Internet]. 2014;10(1):50-73. Available from: https://sid.ir/paper/409682/en

IEEE: Copy

MEHDI YOUSEFVAND, GHOLAMREZA SARAMI, PARVIN KADIVAR, and ADNAN ESHRATIFARD, “THE EFFECT OF TEACHER FEEDBACK (WRITTEN AND ORAL) IN FORMATIVE ASSESSMENT ON SELF-EFFICACY AND THE USE OF SELF-REGULATING LEARNING STRATEGIES FOR SECONDARY SCHOOL STUDENTS,” NEW THOUGHTS ON EDUCATION, vol. 10, no. 1, pp. 50–73, 2014, [Online]. Available: https://sid.ir/paper/409682/en

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