The objective of this study was to analyse the effect of scripts, as self-assessment tools, on self-regulation and learning, when used in the context of different kinds of instruction and feedback. Eighty third-year, secondary school students analysed landscapes as they usually do when studying Geography. Working in one of eight experimental conditions (process/performance instructions x script/no-script x mastery/performance feedback) and using three trials, the effects on self-regulation and learning were assessed. Results showed that while using the self-assessment scripts enhanced self-regulation and learning, the effects of instruction and feedback were not significant.
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