THE RELATIONSHIP BETWEEN CURRENT ASSESSMENT MODELS AND SELF-REGULATION OF LEARNING IN HIGHER EDUCATION: A SCOPE REVIEW

Detalhes bibliográficos
Autor(a) principal: Fernandes, Anna Elizandra
Data de Publicação: 2024
Outros Autores: Irala, Valesca
Tipo de documento: Artigo
Idioma: por
Título da fonte: Temas em Educação
Texto Completo: https://periodicos.ufpb.br/index.php/rteo/article/view/69074
Resumo: The current study aims to investigate the relationships established between evaluative models and self-regulation of learning. The objective is to analyze the effects of assessments used in higher education on self-regulation of learning. The study utilized the “Dimensions” and “Web of Science” data indexers. The research population (P) comprises higher education, with assessment and self-regulation as key concepts (C). The global context serves as the overarching framework. Out of 329 articles identified, only 19 examined for their correlation between evaluation models and student learning self-regulation, with or without the use of 'feedback.' Notably, the concept of 'feedforward' is not yet explored in conjunction with these constructs. Additionally, a majority of the articles focused on assessing self-regulation of learning rather than establishing a clear connection between assessment and its potential influence on self-regulation within the field.
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spelling THE RELATIONSHIP BETWEEN CURRENT ASSESSMENT MODELS AND SELF-REGULATION OF LEARNING IN HIGHER EDUCATION: A SCOPE REVIEWLA RELACIÓN ENTRE LOS MODELOS ACTUALES DE EVALUACIÓN Y LA AUTORREGULACIÓN DEL APRENDIZAJE EN LA EDUCACIÓN SUPERIOR: UNA REVISIÓN DE ALCANCEA relação entre os modelos avaliativos atuais e a autorregulação da aprendizagem no ensino superior:: uma revisão de escopoAssessmentHigher EducationFeedbackEvaluaciónEnseñanza SuperiorFeedbackEnsino SuperiorFeedbackAvaliaçãoThe current study aims to investigate the relationships established between evaluative models and self-regulation of learning. The objective is to analyze the effects of assessments used in higher education on self-regulation of learning. The study utilized the “Dimensions” and “Web of Science” data indexers. The research population (P) comprises higher education, with assessment and self-regulation as key concepts (C). The global context serves as the overarching framework. Out of 329 articles identified, only 19 examined for their correlation between evaluation models and student learning self-regulation, with or without the use of 'feedback.' Notably, the concept of 'feedforward' is not yet explored in conjunction with these constructs. Additionally, a majority of the articles focused on assessing self-regulation of learning rather than establishing a clear connection between assessment and its potential influence on self-regulation within the field.El presente estudio busca explorar qué tipos de relaciones se han establecido entre los modelos evaluativos y la autorregulación del aprendizaje. El objetivo fue analizar los efectos de las evaluaciones utilizadas en la Educación Superior sobre la autorregulación del aprendizaje y, para ello, se utilizaron los indexadores de datos “Dimensiones” y “Web of Science”. De esta manera, tenemos a la Educación Superior como la población (P) de la investigación, como conceptos (C) de evaluación y autorregulación y, en relación al contexto (C), el global. Sólo 19 de los 329 artículos encontrados fueron examinados, ya que correlacionaban los modelos de evaluación con la autorregulación del aprendizaje de los estudiantes, ya sea mediante “feedback” o no. El concepto de “feedforward” aún no se aborda conjuntamente con tales conceptos y, además, la mayoría de los artículos encontrados apuntaban a evaluar la autorregulación del aprendizaje, no estableciendo una asociación entre la evaluación y lo que ésta podría influir dentro del campo de la autorregulación.O presente estudo busca explorar quais tipos de relações têm sido estabelecidas entre os modelos avaliativos e a autorregulação da aprendizagem. Objetivou-se analisar os efeitos das avaliações utilizadas no Ensino Superior na autorregulação da aprendizagem e, para tanto, os indexadores de dados “Dimensions” e “Web of Science” foram utilizados. Desse modo, temos como população (P) da pesquisa o Ensino Superior, como conceitos (C) a avaliação e a autorregulação e, em relação ao contexto (C), o mundial. Examinaram-se apenas 19 dos 329 artigos que foram encontrados, pois esses correlacionaram os modelos avaliativos com a autorregulação da aprendizagem discente, seja fazendo o uso de “feedback” ou não. O conceito de “feedforward” ainda não é abordado e, ademais, a maioria dos artigos encontrados visavam avaliar a autorregulação da aprendizagem, não estabelecendo uma parceria entre a avaliação e o que ela poderia influenciar dentro do campo da autorregulação.Editora da UFPB2024-03-09info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufpb.br/index.php/rteo/article/view/6907410.22478/ufpb.2359-7003.2024v33n1.69074Revista Temas em Educação; Vol. 33 No. 1 (2024): RTE - Publicação Contínua - Qualis A4; e-rte331202429Revista Temas em Educação; Vol. 33 Núm. 1 (2024): RTE - Publicação Contínua - Qualis A4; e-rte331202429Revista Temas em Educação; v. 33 n. 1 (2024): RTE - Publicação Contínua - Qualis A4; e-rte3312024292359-70030104-2777reponame:Temas em Educaçãoinstname:Universidade Federal da Paraíba (UFPB)instacron:UFPBporhttps://periodicos.ufpb.br/index.php/rteo/article/view/69074/39198Copyright (c) 2024 Revista Temas em Educaçãohttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessFernandes, Anna ElizandraIrala, Valesca2024-01-31T18:17:36Zoai:periodicos.ufpb.br:article/69074Revistahttps://periodicos.ufpb.br/index.php/rteoPUBhttps://periodicos.ufpb.br/index.php/rteo/oaippge@ce.ufpb.br || revistateducppge@ce.ufpb.br || periodicos.ufpb@gmail.com2359-70030104-2777opendoar:2024-01-31T18:17:36Temas em Educação - Universidade Federal da Paraíba (UFPB)false
dc.title.none.fl_str_mv THE RELATIONSHIP BETWEEN CURRENT ASSESSMENT MODELS AND SELF-REGULATION OF LEARNING IN HIGHER EDUCATION: A SCOPE REVIEW
LA RELACIÓN ENTRE LOS MODELOS ACTUALES DE EVALUACIÓN Y LA AUTORREGULACIÓN DEL APRENDIZAJE EN LA EDUCACIÓN SUPERIOR: UNA REVISIÓN DE ALCANCE
A relação entre os modelos avaliativos atuais e a autorregulação da aprendizagem no ensino superior:: uma revisão de escopo
title THE RELATIONSHIP BETWEEN CURRENT ASSESSMENT MODELS AND SELF-REGULATION OF LEARNING IN HIGHER EDUCATION: A SCOPE REVIEW
spellingShingle THE RELATIONSHIP BETWEEN CURRENT ASSESSMENT MODELS AND SELF-REGULATION OF LEARNING IN HIGHER EDUCATION: A SCOPE REVIEW
Fernandes, Anna Elizandra
Assessment
Higher Education
Feedback
Evaluación
Enseñanza Superior
Feedback
Ensino Superior
Feedback
Avaliação
title_short THE RELATIONSHIP BETWEEN CURRENT ASSESSMENT MODELS AND SELF-REGULATION OF LEARNING IN HIGHER EDUCATION: A SCOPE REVIEW
title_full THE RELATIONSHIP BETWEEN CURRENT ASSESSMENT MODELS AND SELF-REGULATION OF LEARNING IN HIGHER EDUCATION: A SCOPE REVIEW
title_fullStr THE RELATIONSHIP BETWEEN CURRENT ASSESSMENT MODELS AND SELF-REGULATION OF LEARNING IN HIGHER EDUCATION: A SCOPE REVIEW
title_full_unstemmed THE RELATIONSHIP BETWEEN CURRENT ASSESSMENT MODELS AND SELF-REGULATION OF LEARNING IN HIGHER EDUCATION: A SCOPE REVIEW
title_sort THE RELATIONSHIP BETWEEN CURRENT ASSESSMENT MODELS AND SELF-REGULATION OF LEARNING IN HIGHER EDUCATION: A SCOPE REVIEW
author Fernandes, Anna Elizandra
author_facet Fernandes, Anna Elizandra
Irala, Valesca
author_role author
author2 Irala, Valesca
author2_role author
dc.contributor.author.fl_str_mv Fernandes, Anna Elizandra
Irala, Valesca
dc.subject.por.fl_str_mv Assessment
Higher Education
Feedback
Evaluación
Enseñanza Superior
Feedback
Ensino Superior
Feedback
Avaliação
topic Assessment
Higher Education
Feedback
Evaluación
Enseñanza Superior
Feedback
Ensino Superior
Feedback
Avaliação
description The current study aims to investigate the relationships established between evaluative models and self-regulation of learning. The objective is to analyze the effects of assessments used in higher education on self-regulation of learning. The study utilized the “Dimensions” and “Web of Science” data indexers. The research population (P) comprises higher education, with assessment and self-regulation as key concepts (C). The global context serves as the overarching framework. Out of 329 articles identified, only 19 examined for their correlation between evaluation models and student learning self-regulation, with or without the use of 'feedback.' Notably, the concept of 'feedforward' is not yet explored in conjunction with these constructs. Additionally, a majority of the articles focused on assessing self-regulation of learning rather than establishing a clear connection between assessment and its potential influence on self-regulation within the field.
publishDate 2024
dc.date.none.fl_str_mv 2024-03-09
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufpb.br/index.php/rteo/article/view/69074
10.22478/ufpb.2359-7003.2024v33n1.69074
url https://periodicos.ufpb.br/index.php/rteo/article/view/69074
identifier_str_mv 10.22478/ufpb.2359-7003.2024v33n1.69074
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufpb.br/index.php/rteo/article/view/69074/39198
dc.rights.driver.fl_str_mv Copyright (c) 2024 Revista Temas em Educação
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2024 Revista Temas em Educação
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Editora da UFPB
publisher.none.fl_str_mv Editora da UFPB
dc.source.none.fl_str_mv Revista Temas em Educação; Vol. 33 No. 1 (2024): RTE - Publicação Contínua - Qualis A4; e-rte331202429
Revista Temas em Educação; Vol. 33 Núm. 1 (2024): RTE - Publicação Contínua - Qualis A4; e-rte331202429
Revista Temas em Educação; v. 33 n. 1 (2024): RTE - Publicação Contínua - Qualis A4; e-rte331202429
2359-7003
0104-2777
reponame:Temas em Educação
instname:Universidade Federal da Paraíba (UFPB)
instacron:UFPB
instname_str Universidade Federal da Paraíba (UFPB)
instacron_str UFPB
institution UFPB
reponame_str Temas em Educação
collection Temas em Educação
repository.name.fl_str_mv Temas em Educação - Universidade Federal da Paraíba (UFPB)
repository.mail.fl_str_mv ppge@ce.ufpb.br || revistateducppge@ce.ufpb.br || periodicos.ufpb@gmail.com
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