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《Modern Educational Technology》 2013-01
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Formative Web-Based Test and EFL Students’ Self-Regulated Learning——The Effect of Different Score Reports on Self-Regulated Learning

ZOU Xiao-ling1 ZHANG Xu-ning2(1.Research Academia for Linguistics,Cognition & Application,Chongqing University,Chongqing 400030,China;2.College of Foreign Languages,Chongqing University,Chongqing 401331,China)  
Based on the mechanism of formative assessment and feedback,this research proposes a new way of score report: offering not only the final scores but also the sub-scores,their percentile positions as well as corresponding feedback on self-regulation strategies.The new score report is based on the relationship between the sub-scores and EFL students’ strategy use of cognitive regulation,which is quantitatively analyzed with the structural equation modeling tool,and is qualitatively complemented by the one-to-one interview.Results indicate that the new score report is more efficient to students’ self-regulated learning than the traditional one.
【Fund】: 2010年重庆市教委教学改革重大项目“大学英语网络化测试的实践研究”(项目编号:101303);; 2010年重庆大学中央高校科研专项“研究生科技创新基金”项目“大学英语形成性网络化测试评价效果与分数报告制定的实践研究”(项目编号:CDJXS10040015)的研究成果
【CateGory Index】: H319
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