Assessment-as-learning through the lens of self-regulated learning: The role of normative competence

Abstract

Assessment-as-learning entails self-regulated learning which is defined as the process in which students plan, set goals, monitor and evaluate their learning progress against the goals they have set. Learning opportunities are created when students identify learning gaps through assessing their progress against their goals and seek ways to improve their performances. This chapter examines assessment-as-learning through the lens of a self-regulated learning process. Specifically, the moderating role of competitive learning preference was studied in the relationships between other-approach or other-avoidance goals and students' intentions to seek help for their academic problems. A total of 235 undergraduates from Singapore participated in this study. Results showed that competitive learning preference moderated the effects of both other-approach and other-avoidance goals on help-seeking intentions. Interestingly, other-approach and other-avoidance goals positively predicted help-seeking intentions only at low levels of competitive learning preference. The results are discussed in relation to self-regulatory learning and assessment-as-learning broadly, and the corresponding practical implications are drawn.