Development and Validation of the Self-Regulated Learning Behaviour Scale (Srlbs) to Measure the Impact of Student Self-Assessment

Abstract

Student self-assessment is one of the strategies that can be used to foster self-regulated learning. However, not all students are ready to be empowered in their learning and the different self-assessment implementations may have differential effects. The existing measures of self-regulated learning were mainly based on generic contexts and may not be adequate to measure the impact of a self-assessment intervention. This calls for the need to develop an instrument that may help examine the extent to which self-assessment influences students’ self-regulated learning behaviour.

In this study, a 14-item instrument coined as a self-regulated learning behaviour scale was developed. This process involved perusing the literature to gather a list of self-regulated learning behaviours which in turn were used to craft the instrument items. Face validity and content validity were then established by an expert panel using the modified Delphi technique.

The instrument was piloted in a sample of 306 polytechnic students and instrument validation was performed using exploratory factor analysis. Results of the analyses revealed three subscales and the instrument was homogeneous. Validity of the instrument was confirmed by the expert panel.