A Metanalysis on the Standards-Based Assessment of Students’ School Readiness in an Open High School Program
Journal of SBA Research, Vol 3
10 Pages Posted: 3 Aug 2015
Date Written: January 1, 2015
The effect of academic self-regulation and prior knowledge on students’ formative assessment is investigated among nine schools in the Philippines that offer the Open High School Program (OHSP). It is hypothesized in the study that the use of self-regulated learning strategies indicates school readiness together with students’ prior knowledge (previous achievement) facilitates students’ progress in formative assessment results. Interclass correlations were conducted across nine schools offering the OHSP. The multiple correlation coefficients were used to compute for the effect size of academic self-regulation and prior knowledge on students’ performance on the formative assessment. The results showed that consistent large effect sizes were obtained across all learning areas, English (d=3.06), science (d=4.40), math (d=3.47), Filipino (d=1.96), and social studies (d=2.20).
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