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題名 Convergent vs. divergent assessment: Impact on EFL students`` motivation and self-regulated learning strategies
作者 黃淑真
Huang, Shu-Chen
貢獻者 外文中心
關鍵詞 assessment for learning; classroom assessment; motivation; self-regulation
日期 2011.04
上傳時間 16-Oct-2014 17:01:38 (UTC+8)
摘要 This study examined two types of classroom assessment events, the more closed convergent assessments (CA) versus the more open-ended divergent assessments (DA), to see if they influence learners differently in terms of motivation and learning strategies. Participants were 105 college freshmen in Taiwan with the same instructor placed under one listening and two speaking classes. In these intact groups, each student experienced two types of assessment, a more traditional test (the CA) and a group performance assessment (the DA). Immediately after they experienced each assessment event, participants reported on their task-specific motivation and learning strategies. Results indicated that CAs were better received by high self-efficacious students and DAs by low scorers. After controlling for self-efficacy, a comparison revealed that students reacted differently in the listening and speaking classes. More specifically, in speaking student motivation and strategy were higher for the DA than for the CA, whereas in the listening class the pattern was reversed. Local educational culture and the nature of assessment events are then discussed.
關聯 Language Testing, 28,(2), 251-271
資料類型 article
DOI http://dx.doi.org/10.1177/0265532210392199
dc.contributor 外文中心en_US
dc.creator (作者) 黃淑真zh_TW
dc.creator (作者) Huang, Shu-Chenen_US
dc.date (日期) 2011.04en_US
dc.date.accessioned 16-Oct-2014 17:01:38 (UTC+8)-
dc.date.available 16-Oct-2014 17:01:38 (UTC+8)-
dc.date.issued (上傳時間) 16-Oct-2014 17:01:38 (UTC+8)-
dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/70617-
dc.description.abstract (摘要) This study examined two types of classroom assessment events, the more closed convergent assessments (CA) versus the more open-ended divergent assessments (DA), to see if they influence learners differently in terms of motivation and learning strategies. Participants were 105 college freshmen in Taiwan with the same instructor placed under one listening and two speaking classes. In these intact groups, each student experienced two types of assessment, a more traditional test (the CA) and a group performance assessment (the DA). Immediately after they experienced each assessment event, participants reported on their task-specific motivation and learning strategies. Results indicated that CAs were better received by high self-efficacious students and DAs by low scorers. After controlling for self-efficacy, a comparison revealed that students reacted differently in the listening and speaking classes. More specifically, in speaking student motivation and strategy were higher for the DA than for the CA, whereas in the listening class the pattern was reversed. Local educational culture and the nature of assessment events are then discussed.en_US
dc.format.extent 76 bytes-
dc.format.mimetype text/html-
dc.language.iso en_US-
dc.relation (關聯) Language Testing, 28,(2), 251-271en_US
dc.subject (關鍵詞) assessment for learning; classroom assessment; motivation; self-regulationen_US
dc.title (題名) Convergent vs. divergent assessment: Impact on EFL students`` motivation and self-regulated learning strategiesen_US
dc.type (資料類型) articleen
dc.identifier.doi (DOI) 10.1177/0265532210392199en_US
dc.doi.uri (DOI) http://dx.doi.org/10.1177/0265532210392199en_US