dc.contributor.author | Sánchez-Iglesias, Iván | |
dc.contributor.author | Zamorano-Sande, David | |
dc.contributor.author | Gil-Izquierdo, María | |
dc.contributor.author | Fraile Ruiz, Juan | |
dc.date.accessioned | 2021-10-27T10:49:19Z | |
dc.date.available | 2021-10-27T10:49:19Z | |
dc.date.issued | 2020 | |
dc.identifier.issn | 1134-4032 | spa |
dc.identifier.uri | http://hdl.handle.net/10641/2522 | |
dc.description.abstract | This study aimed to design and implement a formative assessment context for a group assignment. This setting is based on self-regulated learning, the beneficial practices exposed in the literature and the challenges for the next decade. We carried out quantitative research using two questionnaires to measure self-regulated learning skills and the way of working as a group. The participants were 88 students getting a degree in Sports Sciences. Results showed that the reported way of working in groups has no impact on performance. Furthermore, higher self-regulation in their learning style and the use of assessment criteria led to higher performance. We did not find any differences regarding avoidance self-regulation style. We discuss theoretical and educational implications. | spa |
dc.language.iso | eng | spa |
dc.publisher | Relieve | spa |
dc.rights | Atribución-NoComercial-SinDerivadas 3.0 España | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/3.0/es/ | * |
dc.subject | University studies | spa |
dc.subject | Evaluation criterion | spa |
dc.subject | Group work | spa |
dc.subject | Self-assessment | spa |
dc.title | Self-regulated learning and formative assessment process on group work. | spa |
dc.type | journal article | spa |
dc.type.hasVersion | AM | spa |
dc.rights.accessRights | open access | spa |
dc.description.extent | 469 KB | spa |
dc.identifier.doi | 10.7203/relieve.26.1.17402 | spa |
dc.relation.publisherversion | https://ojs.uv.es/index.php/RELIEVE/article/view/17402 | spa |