Impact of formative assessment on autonomous learning in times of covid-19

Abstract

In 2020, face-to-face education ceased to be applied in colleges and higher education entities, starting virtual education in the framework of the health emergency caused by Covid-19. The research had a non-experimental design, cross-sectional causal correlation. The sample consisted of 405 high school students, selected by random non-probability sampling. Questionnaires were used for both variables measured with a Likert scale from 1 to 5 points; both with 19 items; The first was the SAFL-Q formative assessment scale for students, it has five dimensions; the second was the adapted CETA self-learning questionnaire for students, which has six dimensions. The first questionnaire has an acceptable reliability value (Cronbach's Alpha = 0.941, 95% CI) and the second, self-regulated learning with an acceptable reliability value (Cronbach's Alpha = 0.946, 95% CI). The results indicate that formative assessment significantly influences autonomous learning and its dimensions respectively.