THE EFFECTS OF AN ONLINE FORMATIVE ASSESSMENT PRACTICE ON STUDENTS’ SELF-REGULATED LEARNING: AN EXPERIMENTAL STUDY AT A SECONDARY SCHOOL IN HANOI
DOI:
https://doi.org/10.18173/2354-1075.2025-0072Keywords:
online formative assessment, self-regulated learning, secondary educationAbstract
Students are expected to take greater responsibility for their learning in today's educational world. To help students develop their self-regulated learning and investigate the effects of an online formative assessment practice on self-regulated learning, an experimental study was conducted at a secondary school with 54 student participants. The treatment included three key components: explaining learning objectives, providing formative feedback, and using gamified online quizzes. The data were collected over sixteen weeks using a 48-item version of the Motivational Strategies for Learning Questionnaire (MSLQ) before and after the treatment. The results indicate that the online formative assessment had a modest but measurable effect on the students' self-regulated learning.
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