Scaffolding Self-Regulated Learning Through Self-Assessment and Peer Assessment: Guidelines for Classroom Implementation

2016 ◽  
pp. 311-326 ◽  
Author(s):  
Ernesto Panadero ◽  
Anders Jonsson ◽  
Jan-Willem Strijbos
Keyword(s):  
Peer Assessment ◽  
Self Assessment ◽  
Classroom Implementation ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Assessment Guidelines

scholarly journals The Impact of Self-assessment and Peer-assessment in Writing on the Self-regulated Learning of Iranian EFL Students

2017 ◽  
Vol 8 (2) ◽  
pp. 1
Author(s):  
Jalil Fathi ◽  
Leila Mohammad Yousefi ◽  
Mehrnoosh Sedighravesh
Keyword(s):  
Alternative Assessment ◽  
Peer Assessment ◽  
Self Regulation ◽  
The Self ◽  
Control Group ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Efl Students ◽  
The Impact

Like other types of assessment subscribing to edumetrics as a reaction against traditional psychometrics paradigm, self-assessment and peer-assessment have enjoyed much popularity among various types of alternative assessment. Additionally, alternative assessments, especially self- and peer-assessments have been the focal point of departure as far as L2 writing has been concerned. Furthermore, self-regulation as a burgeoning area of research in L2 learning refers to the degree to which language learners can regulate aspects of their thinking, motivation and behavior during learning. Given the significance of both assessment and self-regulated learning in ELT, the present paper investigated the effect of the implementation of self-assessment and peer-assessment in a writing course on the self-regulated learning of a sample of Iranian EFL students. In so doing, sixty three English major Iranian students who were the students of three intact classes at Islamic Azad University participated in this study. One of the classes was regarded as the self-assessment group, the other group was assigned to peer-assessment group and the third class served as the control group of the study. The ANCOVA analyses of the self-regulation scale scores for the control and experimental groups revealed that both self-assessment and peer-assessment practices had a positive impact on the self-regulated learning of the participants. The results will have theoretical and pedagogical implications for Iranian English language education.

scholarly journals PENGARUH METODE PEMBELAJARAN KWL DAN ASESMEN DIRI TERHADAP KEMANDIRIAN BELAJAR DAN KETERAMPILAN MEMBACA WACANA BAHASA BALI PADA SISWA KELAS XI MIPA SMA NEGERI 1 SINGARAJA

2019 ◽  
Vol 9 (1) ◽  
pp. 45-57
Author(s):  
I P Widhi Astika ◽  
AAIN Marhaeni ◽  
I G Lanang Agung Parwata
Keyword(s):  
Conventional Method ◽  
Interaction Effect ◽  
Random Sampling ◽  
Peer Assessment ◽  
The Self ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Significant Difference ◽  
Regulated Learning ◽  
Quasi Experimental

AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh metode pembelajaran KWL (Know-Want-Learn) dan asesmen diri terhadap kemandirian belajar dan keterampilan membaca. Penelitian ini dilakukan dalam bentuk kuasi eksperimen menggunakan rancangan faktorial 2x2. Populasi penelitian adalah siswa kelas XI MIPA SMA Negeri 1 Singaraja yang berjumlah 282 dan sampel diambil menggunakan random sampling yaitu siswa kelas XI MIPA 1, 2, 6, dan 9 dengan jumlah 124 orang. Data penelitian yang berupa skor kemandirian belajar dan skor keterampilan membaca dikumpulkan menggunakan kuesioner dan tes. Data dianalisis menggunakan MANOVA dua jalur. Hasil analisis menunjukkan (a) kemandirian belajar, dan (b) keterampilan membaca siswa yang mengikuti pembelajaran dengan metode KWL lebih tinggi daripada siswa yang mengikuti pembelajaran dengan metode konvensional pada siswa yang menggunakan asesmen diri, (c) kemandirian belajar, dan (d) keterampilan membaca siswa yang mengikuti pembelajaran dengan metode KWL dan siswa yang mengikuti pembelajaran dengan metode konvensional tidak berbeda secara signifikan pada siswa yang menggunakan asesmen sejawat (e) terdapat pengaruh KWL berbantuan asesmen diri terhadap kemandirian belajar dan keterampilan membaca, (f) tidak terdapat pengaruh KWL berbantuan asesmen sejawat terhadap kemandirian belajar dan keterampilan membaca, (g) tidak terdapat pengaruh asesmen diri terhadap kemandirian belajar dan keterampilan membaca, (h) terdapat pengaruh interaksi antara KWL dan asesmen diri terhadap kemandirian belajar, (i) terdapat pengaruh interaksi antara KWL dan asesmen diri terhadap keterampilan membaca, dan (j) terdapat pengaruh interaksi secara simultan antara KWL dan asesmen diri terhadap kemandirian belajar dan keterampilan membaca. Kata kunci: Asesmen Diri, Kemandirian Belajar, Keterampilan Membaca, KWL (Know-Want-Learn). AbstractThe study aimed to know the effect of KWL method and self-assessment toward self regulated learning and reading competency. This study was quasi-experimental which design was factorial 2x2. The population of this study were the students in XI MIPA at SMA Negeri 1 Singaraja with total number of 282, and the samples were obtained by using random sampling, they were XI MIPA 1, 2, 6, and 9 with the total number of 124 students. The data in the form of self regulated learning scores and reading competency scores were obtained by using questionnairs and test. The data obtained were analyzed by using two-way MANOVA. The data analysis showed that (a) self regulated learning, and (b) students’ reading competency of students who follow the learning with KWL method is higher that the students who follow the conventional method to the students who use the self-assessment, (c) self regulated learning, and (d) students’ reading competency of students who follow the learning with KWL method had not significant difference than the students who follow the conventional method to the students who use peer-assessment, (e) KWL with self-assessment affected the raising of self regulated learning and reading competency, (f) KWL with peer-assesment did not affect the raising of self regulated learning and reading competency, (g) self-assessment did not affect the raising of self regulated learning and reading competency, (h) there was interaction effect between KWL and self-assessment toward self regulated learning, (i) there was interaction effect between KWL and self-assessment toward reading competency, (j) there was interaction effect simultaneously between KWL and self-assessment toward self regulated learning and reading competency. Keywords: KWL, Reading Competency, Self-Assessment, Self Regulated Learning.

scholarly journals The Effect Of Problem Based Learning And Self-Assessment On Students’ Writing Competency And Self-Regulated Learningm

2018 ◽  
Vol 42 ◽  
pp. 00036
Author(s):  
I Putu Suyoga Dharma ◽  
Pande Agus Adiwijaya
Keyword(s):  
Significant Interaction ◽  
Self Regulation ◽  
Problem Based Learning ◽  
Teaching Model ◽  
Self Assessment ◽  
Significance Level ◽  
Self Regulated Learning ◽  
Writing Competency ◽  
Regulated Learning

This experimental study aimed at investigating the effect of Problem Based Learning (PBL) and self-assessment (SA) on students’ writing competency and self-regulated learning in Tabanan Regency. This research applied 2x2 factorial design. 96 students were selected as sample through random sampling. Data were collected by test (writing competency) and questionnaire (self-regulation). Students’ writings were scored by analytical scoring rubric. The obtained data were analyzed statistically by MANOVA at 5% significance level. This research discovers: 1) there is a significant effect of PBL which occurs simultaneously and separately on students’ writing competency and self-regulated learning, 2) there is a significant effect of SA which ocurs simultaneously and separately on students’ writing competency and self-regulated learning, 3) there is a significant interaction between teaching model and assessment type on students’ writing competency and self-regulated learning which occurs simultaneously, 4) there is no significant interaction between teaching model and assessment type on students’ writing competency, and 5) there is a significant interaction between teaching model and assessment type on students’ self-regulated learning. This research results implies that PBL and SA should be applied in instruction process as a way to improve the quality of students’ writing competency and self-regulated learning.

scholarly journals Challenges, Strategies, and Solutions of Teaching Bahasa Indonesia in Covid-19 Crises: Case in Khon Kaen University

2021 ◽  
Vol 3 (2) ◽  
pp. 142-152
Author(s):  
Haiyudi Haiyudi ◽  
Sitthipon Art-In
Keyword(s):  
Teaching And Learning ◽  
Literacy Learning ◽  
Learning Material ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Study Approach ◽  
Regulated Learning ◽  
Khon Kaen ◽  
And Behavior ◽  
Bahasa Indonesia

The purpose of this study is to identify the challenges experienced in teaching and learning Bahasa Indonesia for foreigners during covid-19 as well as to find out the strategies and solutions undertaken during online learning. The method in this research is descriptive qualitative using case study approach in Bahasa Indonesia course at Khon Kaen University. The subjects in this study were 3 teachers and 2 students of Bahasa Indonesia class. The finding shows some challenges of learning Bahasa Indonesia such as barriers in communication, the low ability of self-regulated learning owned by students, and the lack of control over the morals and behavior of students during distance learning. While, the solutions offered are still technology-based learning, making short videos as learning material to improve emotional relationships between students and teachers, reducing the level of difficulty and prioritize meaningful learning, and conducting multi-literacy learning. On the other hand, the techniques used are producing teachers' labs, conduct self-assessment as a reflection of self-regulated learning, and involving parents as substitutes for instructors in controlling values and morals. Self-regulated learning, as well as parental involvement, are extremely needed.

TEACHER MANAGEMENT OF SELF-REGULATED LEARNING THROUGH ePORTFOLIO

2021 ◽  
Vol 6 (1) ◽  
pp. 373-393
Author(s):  
Meerita Kunna Segaran ◽  
Zuwati Hasim
Keyword(s):  
Action Research ◽  
Teaching And Learning ◽  
Methodological Approach ◽  
Independent Learning ◽  
Learning Goals ◽  
Esl Writing ◽  
Self Assessment ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Facilitative Role

Background and Purpose: Students’ ability to self-regulate their learning and to learn effectively are predictors of success. In developing and initiating Self-Regulated Learning (SRL), teachers play a significant role. Hence, this study aims at exploring teacher management of SRL in the ESL writing classroom using ePortfolio.   Methodology: This study adopts an interpretive paradigm with action research as its methodological approach. The data collection methods consisted of observation, documents, and interview.  A total of one teacher and 16 of her students participated in this study. The data were analyzed thematically.   Findings: In using the ePortfolio, the teacher had managed to assist learners SRL development by employing several strategies. It was identified that the teacher used strategies such as setting the learning goals, sharing the criteria of success, questioning techniques, giving feedback, as well as allowing self-assessment activity to take place. These strategies were believed to promote the constructs of independent learning, autonomous learning, and assistance from a more capable peers particularly in learning ESL writing via ePortfolio.  Also, a shift in a teacher’s role from being authoritative in the classroom to a facilitative role is deemed necessary in developing SRL among ESL writing students.   Contributions: The results from this study offer new insights into pedagogical strategies that could be considered for promoting SRL in language teaching and learning. An outcome of this research could serve as a guide for teachers in planning their pedagogical approach and to decide on suitable strategies to be employed for different types of learners.  Also, the sharing of the teacher practices in this study would provide rooms for other researchers to further explore other possible strategies and ways for strengthening any weaknesses found in the practice.    Keywords: Self-regulated learning, ePortfolio, action research, autonomy, self-assessment.   Cite as: Segaran, M. K., & Hasim, Z. (2021). Teacher management of self-regulated learning through ePortfolio.  Journal of Nusantara Studies, 6(1), 373-393. http://dx.doi.org/10.24200/jonus.vol6iss1pp373-393

Sign in / Sign up

Export Citation Format

Share Document