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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Abstract

The aim of this research was studyingthe 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, 66 students were selected using multi-stage cluster sampling method and then they were randomly put into control and experimental groups. The groups included thefirst 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 werethe Morgan-JinksStudent Efficacy Scale (MJSES), Sherer et al. General Self-Efficacy Scale and PintrichStrategies 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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The Journal of New Thoughts on Education
Volume 10, Issue 1
June 2014
Pages 50-73

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