Students’ perceptions of the assessment programme’s impact on self-regulated learning: a multiple-case study

Abstract

It is assumed that a programmatic approach to assessment supports students’ self-regulated learning (SRL). This study investigated students’ perceptions of this assumed support. Using a multiple-case study design, this study examined students’ perceptions in two distinct study programmes. In each case, first-year students were enrolled in an assessment programme that was designed in accordance with the principles of programmatic assessment, which integrate both assessment purposes of assessment for learning (AfL) and assessment of learning (AoL). The second-year students in each case were enrolled in an assessment programme with a traditional AoL assessment approach. The findings suggest that in both cases first-year students perceived their assessment programme as more positive for their learning than second-year students. Through a cross-case analysis of students’ perceptions of the two assessment programmes, three themes were identified that are essential to support students’ SRL: 1) assessment design; 2) assessment as a dialogue; and 3) assessment as an information source. Key aspects of the themes that support or hinder SRL are discussed. The findings of this study highlight the importance of programme-level assessment design to support students in their SRL.