CORRELATING FORMATIVE SELF-ASSESSMENT OF EDUCATION GRADUATE ONLINE PROGRAMS
Date
2018-05
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Abstract
As we become more advanced technologically in our online educational courses, it is
imperative that we also incorporate effective research-based practices such as the use of
formative assessment. The purpose of this study was to examine the relationship of formative self-assessment to academic achievement and self-efficacy in online graduate courses. The research included a review of online education, formative assessment, self-efficacy, and associated learning theories. A mixed methods study was used that included quantitative and qualitative data for triangulation of the study results. A correlational research design was used for the quantitative approach and a phenomenological research design was used for the qualitative approach. The correlational research design was chosen to examine the relationships between variables and to describe the current state. The phenomenological research design was chosen because the study was focused on the relationship of a particular phenomenon to the participant’s cognitive and dispositional experiences. The subjects included students that were enrolled in Master’s in Education or Doctor of Education courses from three universities located in Southern California. The methodology included student self-assessment through a project rubric, a survey to
operationalize academic achievement, and a survey and interviews to operationalize student self-efficacy. While the statistical findings did not reflect strong correlations, the non-statistical findings reflected a positive relationship between formative self-assessment as it related to academic achievement and student self-efficacy in online graduate programs. Formative self-assessment provides online educators with a tool to enhance the course effectiveness and the overall learning process.
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Keywords
self-efficacy, achievement, formative self-assessment