Abstract/Details

The use of goal setting and progress self-monitoring with formative assessment in community college to increase academic achievement and self-efficacy


2010 2010

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Abstract (summary)

The study examined the effects of formative assessment on community college students’ content-specific vocabulary skills, academic achievement and academic self-efficacy. Sixty-one community college students who were enrolled in Developmental Psychology took part in formative assessment only (N = 24), formative assessment in conjunction with goal setting and self-monitoring (N = 19) or no formative assessment (N = 20). It was hypothesized that students who took part in formative assessment in conjunction with goal setting and self-monitoring would achieve higher content-specific vocabulary skills, academic achievement and academic self-efficacy from pretest to posttest when compared to students who took part in formative assessment only and no formative assessment. Findings indicated that students in both of the formative assessment groups had significantly higher content-specific vocabulary skills from pretest to posttest when compared to the control group. Implications for formative assessment practices with community college students and the lack of support for the hypotheses are discussed.

Indexing (details)


Subject
Community college education;
Educational psychology;
College students;
Goal setting;
Study skills;
Vocabulary development
Classification
0275: Community college education
0525: Educational psychology
Identifier / keyword
Education; Academic self-efficacy; Community college; Formative assessment; Progress self-monitoring
Title
The use of goal setting and progress self-monitoring with formative assessment in community college to increase academic achievement and self-efficacy
Author
Andrews, Tiffany L.
Number of pages
71
Publication year
2010
Degree date
2010
School code
0225
Source
DAI-A 72/04, Dissertation Abstracts International
Place of publication
Ann Arbor
Country of publication
United States
ISBN
9781124465012
Advisor
DuCette, Joseph
Committee member
Farley, Frank; Schifter, Catherine
University/institution
Temple University
Department
Educational Psychology
University location
United States -- Pennsylvania
Degree
Ph.D.
Source type
Dissertations & Theses
Language
English
Document type
Dissertation/Thesis
Dissertation/thesis number
3440057
ProQuest document ID
853329849
Copyright
Database copyright ProQuest LLC; ProQuest does not claim copyright in the individual underlying works.
Document URL
http://search.proquest.com/docview/853329849
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