Effect of different score reports of Web-based formative test on students' self-regulated learning

A new score report based on a mechanism of formative assessment and feedback is developed to offer individual testees not only their final scores but also their sub-scale scores, their percentile position, as well as corresponding feedback on self-regulation strategies. Structural equation modeling is adopted in the confirmatory factor analysis to validate the questionnaire data as well as the Web-based test. In designing and developing the new score report, multiple regression analysis is employed to quantitatively analyze the relationship between sub-scale scores and testee use of cognitive regulation. The experiment is then 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. (C) 2013 Elsevier Ltd. All rights reserved.