Abstract
Assisted with innovative internet and computer techniques, we have launched a new game-based online formative assessment reform in GDUFS in recent years. Self-regulated learning (SRL) is one of the central parts of online formative assessment and well-worth an in-depth study. But it is noted that some essential issues of formative assessment remain rarely touched yet, such as the relations among the four variables of SRL motivational strategies in the game-based blended formative assessment module. Given the above question mentioned, this paper reports a case study of SRL in an online blended formative assessment module in the context of non-English-major college English learning. The intent of the present research is to exemplify how SRL, an active area in educational psychology, can help to illustrate and understand the mechanism and correlations of the variables of SRL motivational strategies in the online formative assessment environment.
Highlights
Emerging since 1980s, self-regulated learning (SRL) and formative assessment have been relatively new and heated topics in the fields of learning strategy and assessment (Li, 2012) [1]
It is noted that some essential issues of formative assessment remain rarely touched yet, such as the relations among the four variables of Self-regulated learning (SRL) motivational strategies in the game-based blended formative assessment module
It is argued that SRL is one of the central parts of formative assessment and well-worth an in-depth study
Summary
Emerging since 1980s, self-regulated learning (SRL) and formative assessment have been relatively new and heated topics in the fields of learning strategy and assessment (Li, 2012) [1]. Z. Yang teachers or other resources (Zimmerman, 2008) [2]. Yang teachers or other resources (Zimmerman, 2008) [2] From this definition, it is argued that SRL is one of the central parts of formative assessment and well-worth an in-depth study. Li (2012) [1] observes that some essential issues of formative assessment remain rarely touched yet, such as the relations among the four variables of SRL motivational strategies in the game-based blended formative assessment module
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