Please use this identifier to cite or link to this item: https://ah.nccu.edu.tw/handle/140.119/70617


Title: Convergent vs. divergent assessment: Impact on EFL students'' motivation and self-regulated learning strategies
Authors: 黃淑真
Huang, Shu-Chen
Contributors: 外文中心
Keywords: assessment for learning;classroom assessment;motivation;self-regulation
Date: 2011.04
Issue Date: 2014-10-16 17:01:38 (UTC+8)
Abstract: 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.
Relation: Language Testing, 28,(2), 251-271
Data Type: article
DOI 連結: http://dx.doi.org/10.1177/0265532210392199
Appears in Collections:[外文中心] 期刊論文

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