A MODEL OF FORMATIVE ASSESSMENT: TEACHER FEEDBACK TO MOTIVATE STUDENT SELF-REGULATED LEARNING

A MODEL OF FORMATIVE ASSESSMENT: TEACHER FEEDBACK TO MOTIVATE STUDENT SELF-REGULATED LEARNING

Do Thi Thu Thuy thuythithudo@gmail.com Hai Phong University 171, Phan Dang Luu, Ngoc Son, Kien An, Hai Phong, Vietnam
Tang Thi Thuy thuytang@vnu.edu.vn University of Education - VNU, Hanoi 144, Xuan Thuy, Cau Giay, Hanoi, Vietnam
Summary: 
The article presents the nature and the necessity of selfregulated learning in the context that education has to face the challenges of rapid progress in science and technology in terms of various dimensions. Moreover, the writing discusses the model showing positive impact or close and causal relationship among formative assessment of teachers through their feedbacks on student self-regulated learning. Enhancing the effectiveness of teacher feedback on student learning is essential to ensure and promote the quality of student self-regulated learning in order to upgrade the learning output (learning achievements).
Keywords: 
Self-regulated learning
formative assessment
feedback
Teachers
students
Refers: 

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