Research On The Impacting Mechanism Of Formative Assessment On Normal Students’ Engagement And Learning Outcome

Learning assessment is an important part in higher education,it has great significance in promoting students’ learning and learning outcomes.How to make full use of the effectiveness of learning assessments in education has been widely discussed.The concept of “student-centered” is popularized,requiring that the students’ learning process and learning outcomes be emphasized,formative assessments has received attention.Domestic research on formative assessments started late,mainly focusing on theoretical aspects such as concepts and improvement strategies,with little empirical evidence,largely lacking research which has been done to verify how formative assessments affects students’ engagement and learning outcomes based on specific courses.This study based on the learning outcomes theory and self-regulation theory,chooses normal students who studies teacher education courses at University A to construct a hypothesis model,using a questionnaire to investigate how formative assessments(implementation and feedback timeliness)affects students’ learning engagement(cognitive engagement,behavioral engagement,and teacher-student interaction)and learning outcomes(professional identity,knowledge,competence and ethics).Meanwhile,the study is supplemented by interviews with students and teachers to make it more detailed and contextualized.Use SPSS 24.0 software to analyze the collected data,resulting in the following research findings:First,the implementation degree and feedback timeliness of the formative assessments is at a moderate level;the whole of normal students’ learning engagement is also moderate level,among which the performance of teacher-student interaction is poor;the whole of their learning outcomes is moderate as well,among which the concept of ethics is outstanding.Second,the differences in the dimensions of formative assessments,learning engagement,and learning outcomes at the gender and grade levels isn’t significant.The implementation degree and feedback timeliness differ significantly by subject type,and the specific differences show different performance.Third,based on the correlation analysis to verify that the variables are correlated,further regression analysis reveals that formative assessments have a significant effect on learning engagement and outcomes.Specifically,in terms of implementation degree,the accompanying test has the greatest impact on students’ learning engagement,followed by individual independent completion of work,while which has the greatest impact on students’ learning outcomes;in terms of feedback timeliness,individual independent completion of work has the greatest impact both on students’ engagement and learning outcomes.Timeliness,interactivity,relevance,and fairness of evaluation play an important role.Meanwhile,learning engagement also has a significant effect on learning outcomes and plays a mediating role in the influence of formative assessments on learning outcomes,hypotheses 1 to 4 are valid.Specifically,compared to the direct effect of formative assessments on learning outcomes,it tends to act indirectly,through cognitive input,behavioral input,and the interaction between teachers and students.Among them,the effects of each dimension differ,with the mediating effect of cognitive input being outstandingly higher than the other.The above findings are basically consistent with the conceptual framework of learning outcomes theory and self-regulation theory.To promote the utility of formative assessments in teacher education curriculum,institutions should pay more attention to teacher education courses and provide external environmental support;teachers should balance the relationship between teaching and research and improve formative assessments competence;students are supposed to pay more attention to their learning attitudes and regulate the learning input.