How to Close the Learning Circle? Students' Perspectives on How Programmatic Assessment Influences Self-Regulated Learning in a Global Online Programme
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| Title: | How to Close the Learning Circle? Students' Perspectives on How Programmatic Assessment Influences Self-Regulated Learning in a Global Online Programme |
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| Language: | English |
| Authors: | Xian Liu (ORCID |
| Source: | Assessment & Evaluation in Higher Education. 2025 50(8):1207-1222. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Student Attitudes, Graduate Students, Student Evaluation, Learning Strategies, Independent Study, Foreign Countries, Allied Health Occupations Education, Feedback (Response), Coaching (Performance), Portfolios (Background Materials), Personal Autonomy, Pass Fail Grading |
| Geographic Terms: | Netherlands |
| DOI: | 10.1080/02602938.2025.2513008 |
| ISSN: | 0260-2938 1469-297X |
| Abstract: | Programmatic assessment (PA) is widely implemented in higher education and is theorised to support self-regulated learning (SRL). However, its mechanisms remain unclear. This study explored students' perceptions of PA's impact on SRL in a part-time, predominantly online Master's programme for healthcare professionals worldwide. A pragmatic exploratory mixed-methods approach was employed, integrating quantitative data (survey, N = 46) and qualitative data (interviews, N = 14) collected concurrently with equal emphasis. Quantitative findings showed an overall positive perception of PA. Thematic analysis of interviews identified five key themes: (1) Intermediate feedback provides immediately useful directions for learning, but final feedback is more difficult to use and act upon. (2) Coaches are important in supporting students by providing guidance, reassurance and scaffolding on where to go next. (3) E-portfolios help aggregate data points to monitor competency development and uncover strengths and weaknesses. (4) Autonomy in choosing work-relevant tasks enhanced students' motivation, planning and reflection. (5) The lack of pass-fail decisions in PA creates uncertainty at first but ultimately it stimulates students to regulate their own learning process. While students reported overall satisfaction, challenges still existed, including initial uncertainty, processing narrative feedback and integrating e-portfolios. Structured faculty support may enhance PA's effectiveness in promoting SRL. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1491808 |
| Database: | ERIC |
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| Abstract: | Programmatic assessment (PA) is widely implemented in higher education and is theorised to support self-regulated learning (SRL). However, its mechanisms remain unclear. This study explored students' perceptions of PA's impact on SRL in a part-time, predominantly online Master's programme for healthcare professionals worldwide. A pragmatic exploratory mixed-methods approach was employed, integrating quantitative data (survey, N = 46) and qualitative data (interviews, N = 14) collected concurrently with equal emphasis. Quantitative findings showed an overall positive perception of PA. Thematic analysis of interviews identified five key themes: (1) Intermediate feedback provides immediately useful directions for learning, but final feedback is more difficult to use and act upon. (2) Coaches are important in supporting students by providing guidance, reassurance and scaffolding on where to go next. (3) E-portfolios help aggregate data points to monitor competency development and uncover strengths and weaknesses. (4) Autonomy in choosing work-relevant tasks enhanced students' motivation, planning and reflection. (5) The lack of pass-fail decisions in PA creates uncertainty at first but ultimately it stimulates students to regulate their own learning process. While students reported overall satisfaction, challenges still existed, including initial uncertainty, processing narrative feedback and integrating e-portfolios. Structured faculty support may enhance PA's effectiveness in promoting SRL. |
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| ISSN: | 0260-2938 1469-297X |
| DOI: | 10.1080/02602938.2025.2513008 |
