Formative assessment as one of the ways to support the child in the learning process

2021 ◽  
Vol 604 (9) ◽  
pp. 15-26
Author(s):  
Edyta Ćwikła
Keyword(s):  
Formative Assessment ◽  
Learning Strategies ◽  
Learning Process ◽  
First Graders ◽  
Self Regulation ◽  
School Class ◽  
Self Regulated Learning ◽  
The Core ◽  
Assessment Feedback ◽  
Four Levels

The aim of this article is to show formative assessment as one of the ways to support first graders in guiding their learning process, an important element of which is self-regulation. It is the core around which the skills of first graders are built up. It becomes possible by directing their actions in speech and practice. Particular attention was paid to one of the elements of the formative assessment: feedback, appearing during the dialogue between the teacher and the student. I refer to John Hattie’s model (2015), describing four levels of feedback: task, process, self-regulation and “me”, and the main questions functioning at each of these levels. Levels and questions allow us to notice that feedback is not related to grading, but is information current in action, helping students to make progress on the basis of data reducing the gap between where they are and where they should be. It is important because if the student receives it on an ongoing basis, then he/she is best able to perform his/her tasks and activities. Self-regulation is the basis of education in the school class, which should be a space for its shaping. This approach of self-regulation allows us to see the first grader as an active, innovative and curious person. This requires a shift from summative grading to equipping students with a variety of self-regulated learning strategies.

scholarly journals Reconsidering the Assessment of Self-Regulated Learning in Foreign Language Courses

2014 ◽  
pp. 443-459
Author(s):  
Kristen Sullivan
Keyword(s):  
Foreign Language ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Assessment Practices ◽  
Learner Engagement ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Language Courses ◽  
Foreign Language Courses

This paper addresses the issue of how to assess learners’ engagement with activities designed to develop self-regulatory learning strategies in the context of foreign language teaching and learning. The argument is that, if the aim of these activities is the development of learners’ self-regulation, then the assessment practices used must also reflect this orientation. The problem herein is that traditional assessment practices are typically normative in nature, endorsing understandings of intelligence as fixed and failure as unacceptable. Using such approaches to assess learner engagement with self-regulated learning activities will undermine efforts to promote learner development, and may demotivate learners. This paper will discuss these issues through a critical reflection on assessment practices used to evaluate EFL learners’ engagement with an assessable homework activity designed to develop their self-regulatory strategies. It is argued that learning-oriented assessment principles and practices are most suited to the evaluation of self-regulated learning in EFL. Potential issues related to the application of learning-oriented assessment in EFL contexts are also discussed.

As Life Itself

2017 ◽  
pp. 311-332
Author(s):  
Esperanza Mejías ◽  
Carles Monereo
Keyword(s):  
High School ◽  
Learning Strategies ◽  
Learning Process ◽  
Teaching And Learning ◽  
Self Regulation ◽  
Evaluation Strategies ◽  
Teaching And Learning Strategies ◽  
Life Itself ◽  
Authentic Evaluation

The authors present an innovative practice of authentic evaluation of competences carried out in the “teaching and learning strategies” course of the psychology degree. The evaluation proposal central to this course is based on a real, relevant and socializing practice context in which students have to act as counsellors to respond to a high-school teacher's request: to improve a teaching sequence or unit. In order for this authentic project to work and generate a gradual construction of learning, course teachers used a series of evaluation strategies directed at the assessment of both the result and the learning process and aimed at facilitating students' learning self-regulation and teachers' provision of educational help. Results show that students value the processes of formative assessment because they allow them to act in an authentic context. In turn, teachers are highly satisfied with the involvement and quality of the projects.

scholarly journals Examining Procrastination among University Students through the Lens of the Self-Regulated Learning Model

2020 ◽  
Vol 10 (12) ◽  
pp. 184
Author(s):  
Pierpaolo Limone ◽  
Maria Sinatra ◽  
Flavio Ceglie ◽  
Lucia Monacis
Keyword(s):  
University Students ◽  
Learning Strategies ◽  
Time Management ◽  
Self Regulation ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
Academic Settings ◽  
Account Due

Generally considered as a prevalent occurrence in academic settings, procrastination was analyzed in association with constructs such as self-efficacy, self-esteem, anxiety, stress, and fear of failure. This study investigated the role played by self-regulated learning strategies in predicting procrastination among university students. To this purpose, the relationships of procrastination with cognitive and metacognitive learning strategies and time management were explored in the entire sample, as well as in male and female groups. Gender differences were taken into account due to the mixed results that emerged in previous studies. This cross-sectional study involved 450 university students (M = 230; F = 220; Mage = 21.08, DS = 3.25) who completed a self-reported questionnaire including a sociodemographic section, the Tuckman Procrastination Scale, the Time Management Scale, and the Metacognitive Self-Regulation and Critical Thinking Scales. Descriptive and inferential analyses were applied to the data. The main findings indicated that temporal and metacognitive components play an important role in students’ academic achievement and that, compared to females, males procrastinate more due to poor time management skills and metacognitive strategies. Practical implications were suggested to help students to overcome their dilatory behavior.

scholarly journals Students’ Task Understanding during Engineering Problem Solving in an Introductory Thermodynamics Course

2018 ◽  
Vol 11 (7) ◽  
pp. 43
Author(s):  
Oenardi Lawanto ◽  
Angela Minichiello ◽  
Jacek Uziak ◽  
Andreas Febrian
Keyword(s):  
Problem Solving ◽  
Learning Strategies ◽  
Engineering Students ◽  
Self Regulation ◽  
Engineering Problem ◽  
Prior Learning ◽  
Self Regulated Learning ◽  
Self Evaluation ◽  
Significant Difference ◽  
Task Interpretation

Understanding problems or tasks is a critical step in any problem-solving activity and the heart of self-regulated learning. When encountering a problem, students draw upon information available in the environment, along with knowledge, concepts, and perceptions derived from prior learning experiences, to interpret the demands of the task. Interpretation of tasks is, therefore, a key determinant of the goals set while learning, strategies selected to achieve those goals, and the criteria used to self-assess and evaluate outcomes. The purpose of this study is to better understand engineering students’ self-regulation in task interpretation processes while engaged in problem solving in an introductory engineering thermodynamics course. Two research questions guided the study: (1) What are the gaps, if any, between the instructor’s and students’ interpretation (explicit and implicit task features) of a problem-solving task?; and (2) How do students’ task interpretation (explicit and implicit) change after engaging in self-evaluation of their problem-solving processes? One hundred twelve (112) second year engineering undergraduates voluntarily participated in the study. Analysis of the data collected revealed a significant difference between the instructor’s and students’ task interpretation of the assigned problems. Furthermore, the analysis showed that students’ had a higher ability to identify the explicit parts of problem tasks than implicit ones. Students were able to grasp 63 to 77 percent and 39 to 49 percent, respectively, of the explicit and implicit information that was presented to them while engaged in problem-solving activities.

Convergent validation of cognitive and metacognitive self regulation MSLQ scales

2018 ◽  
Vol 3 (1) ◽  
pp. 60-75
Author(s):  
Ana-Maria Cazan
Keyword(s):  
Learning Styles ◽  
Learning Strategies ◽  
Convergent Validity ◽  
Self Regulation ◽  
Main Hypothesis ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
High Level ◽  
Convergent Validation

One of the most known instruments for the evaluation of self regulated learning strategies is the Motivated Strategies for Learning Questionnaire. The aspect of self regulation investigated in this research is cognitive self regulation. The purpose of this research is to estimate the convergent validity of the cognitive and metacognitive MSLQ scales, after their translation in Romanian. Our main hypothesis is that there is high level of overlapping between self regulation measured by MSLQ (The Motivated Strategies of Learning Questionnaire) and self regulation measured by ILS (Inventory of Learning Styles). The analysis of the two revealed moderately positive inter­correlation. Convergent validity showed that cognitive and metacognitive self regulation scales from MSLQ are able to measure students' learning strategies in a reliable and valid fashion.

An Investigation of Students’ Self-Regulated Learning Strategies: Students’ Qualitative and Quantitative Accounts of Their Learning Strategies

2013 ◽  
Vol 12 (3) ◽  
pp. 359-373
Author(s):  
Jared S. Anthony ◽  
Karen E. Clayton ◽  
Akane Zusho
Keyword(s):  
Learning Strategies ◽  
Self Regulation ◽  
Predictive Ability ◽  
Self Report ◽  
Qualitative And Quantitative ◽  
Self Regulated Learning ◽  
Processing Strategies ◽  
Final Exams ◽  
Self Regulatory Learning ◽  
The Relationship

The purpose of this study was to examine the relationship between qualitative and quantitative measures of self-regulatory learning strategies to further investigate issues related to the validity of self-report measures. One hundred and sixty high school girls completed both the Motivated Strategies for Learning Questionnaire (MSLQ) and an open-ended questionnaire, both of which were designed to assess students’ use of learning strategies in the domains of English and math. Open-ended responses were coded and analyzed with results indicating that most students use shallow-processing strategies when preparing for final exams. Regression analysis was also used to investigate the predictive ability of the MSLQ and the open-ended questionnaire with findings indicating both to have predictive qualities. Implications for self-regulation and the measurement of learning strategies will be discussed.

scholarly journals Self-regulated learning in nursing: A study from a health education course

2017 ◽  
Vol 14 (4) ◽  
pp. 3830 ◽  
Author(s):  
Ayla Keçeci
Keyword(s):  
Nursing Students ◽  
Health Education ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Self Regulation ◽  
Study Data ◽  
State University ◽  
Extrinsic Factors ◽  
Self Regulated Learning ◽  
Regulated Learning

Background: Self-regulation related to cognition and behaviour is an important factor in learning and academic achievement. Self-regulated learning is defined as the process of learning in which students activate and develop their own cognition, motivation and behaviour through self-regulatory processes.Objectives: The aim of this study was to determine the self-regulation skills of nursing students on a health education course in a state university in Turkey.Methods: The study sample consisted of 110 students who attended the class on the day of the survey and agreed to participate in the study. Data were collected with the Turkish version of the ‘Motivated Strategies for Learning Questionnaire’, which was adapted by Büyüköztürk et al. (2004). Data were analyzed using descriptive statistics such as frequency, percentage and mean, as well as the Mann–Whitney U test, t-test and analysis of variance (ANOVA).Results: The results showed that the participants were motivated by external factors, using the elaboration strategy more frequently than other learning strategies. Second- and third-year students had various motivational levels and preferred different types of learning strategies, and those students who had more positive perceptions of the school, the course and the instructor evinced higher levels of internal responsibility and benefited from learning strategies more frequently.Conclusion: Nursing students were found to be predominantly motivated by extrinsic factors and preferred the elaboration learning strategy.

scholarly journals Adjusting Curricular Design to “CREATE” a Culture of Self-Regulation

2011 ◽  
Vol 2 (2) ◽  
Author(s):  
Rylan Egan
Keyword(s):  
Learning Process ◽  
Educational Psychology ◽  
Self Regulation ◽  
Self Regulated Learning ◽  
The Past ◽  
Learning Assessments ◽  
Curricular Design ◽  
Il Y A ◽  
Literature Base

Developing learners’ ability to self-regulate their own learning has been an ideal sought after by researchers and practitioners alike. Over the past 40 years a plethora of educational psychology research on self-regulated learning (SRL) has flooded the literature. In this article I attempt to consolidate key theories from this literature base and propose a 6-point strategy to CREATE a culture of SRL. I will argue that instructors must communicate proximal and long-term goals that have been negotiated by a community of learners, substantially reward all positive aspects of the learning process, judge and reward the learning process by assigning elaborative learning assessments, realistically attribute success and failure to appropriate processes, and tune ineffective strategies and goals to allow the curriculum to evolve in accordance with learner difficulty and success. Enseigner aux apprenants la capacité d’autoréguler leur propre apprentissage est un idéal que poursuivent les chercheurs et les praticiens. Au cours des quarante dernières années, il y a eu surabondance d’études sur l’autorégulation de l’apprentissage dans la littérature sur la psychologie de l’éducation. Dans cet article, l’auteur tente de regrouper les principales théories tirées de cette documentation et de proposer une stratégie composée de six éléments contribuant à la création d’une culture de l’autorégulation. Il soutient que les enseignants doivent communiquer les objectifs à court et à long terme convenus par les apprenants, reconnaître de façon marquée tous aspects positifs du processus d’apprentissage, évaluer et reconnaître ce processus en donnant des travaux élaborés afin de mesurer l’apprentissage, attribuer de façon réaliste les succès et les échecs aux processus appropriés et adapter les stratégies et buts inefficaces afin de permettre l’évolution du curriculum en tenant compte des difficultés et des réussites des apprenants.

scholarly journals Autorregulação da Aprendizagem na Educação a Distância: Análise das Produções Científicas Realizadas em Brasil e Portugal no Período de 2010 a 2015

EAD em FOCO ◽  
2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Janaína Copello Quintes Monnerat ◽  
Maria Teresa Ribeiro Pessoa ◽  
Joaquim Armando Gomes Alves Ferreira
Keyword(s):  
Distance Education ◽  
Academic Success ◽  
Learning Strategies ◽  
Self Regulation ◽  
The Self ◽  
Self Regulated Learning ◽  
Technological Tools ◽  
Regulated Learning ◽  
E Learning ◽  
Hypermedia Applications

A sociedade atual, do conhecimento e da informação, requer do ensino superior novas dinâmicas mediadas pelas tecnologias, constituindo-se, nesse contexto, a Educação a Distância como modalidade de ensino privilegiada. Tornam-se relevantes a análise e a compreensão das formas de aquisição de conhecimento nessa modalidade por parte dos alunos, sendo o estudo da variável autorregulação da aprendizagem priorizada dada a sua importância para o sucesso acadêmico dos mesmos. O presente trabalho, após pesquisa guiada pelos atuais e credíveis repositórios português e brasileiro, RCAAP e CAPES, analisou artigos, dissertações de mestrado e teses de doutorado no âmbito da autorregulação da aprendizagem na Educação a Distância publicados no Brasil e em Portugal no período de 2010 a 2015. Os resultados encontrados apontam para quatro abordagens principais: o portfólio, como instrumento com imenso potencial da aprendizagem autorregulada; as estratégias de aprendizagem como extremamente importantes nos processos de autorregulação; estudos centrados no tutor e na forma como estes podem promover a autorregulação nos alunos; e, por último, as TIC, ou seja, as aplicações hipermédia como apoio à aprendizagem autorregulada. São necessários estudos mais aprofundados sobre este tema, incluindo a ampliação das plataformas de busca para um resultado mais abrangente.Palavras-chave: Autorregulação, E-learning, Educação a Distância. Self Regulation of Learning in the E-Learning Area - Analysis of the Scientific Works Performed in Brazil and Portugal in the Period of 2010 to 2015AbstractHigher education includes an integration of various technological tools and distance education is constituted as a privileged mode of education. It is relevant to the analysis and understanding of the ways of acquiring knowledge by the students and the study of self-regulation variable prioritized learning given its importance for academic success thereof. This study analyzed articles, dissertations and theses PhD under the Self-Regulation of Learning in Distance Education published in Brazil and Portugal in the period 2010 to 2015 in RCAAP's and CAPES's databases. The results point to four main approaches: the portfolio as a tool with great potential of self-regulated learning; learning strategies as extremely important in the self-regulation processes; studies centered tutor and how these may promote self-regulation in students; and, finally, ICT, so hypermedia applications like self-regulating support for learning. Further studies are needed on this topic including the expansion of search platforms to a broader result.Keywords: Self regulation, E-learning, Distance education.

scholarly journals Multitouch Experiment Instruction and Self-Regulation

2020 ◽  
Vol 12 (4) ◽  
pp. 75-88
Author(s):  
Johann Seibert ◽  
Felix Ollinger ◽  
Franziska Perels ◽  
Christopher W.M. Kay ◽  
Johannes Huwer
Keyword(s):  
Sustainable Development ◽  
Water Analysis ◽  
Learning Process ◽  
Self Regulation ◽  
Cognitive Learning ◽  
Digital Version ◽  
Self Regulated Learning ◽  
Digital World ◽  
Hierarchical Levels ◽  
Analogue Experiment

In context of Education for Sustainable Development (ESD), the range of experiments offered by the Schülerlabor NanoBioLab at Saarland University was expanded to include an experiment on the topic of water analysis, which provided the basis of the intervention. In addition to the analogue experiment instruction, there is a digital version which is presented as a Multitouch Experiment Instruction (MEI). MEIs are digitally enriched, interactive experiment instructions that accompany the cognitive learning process of pupils and promote competencies in the digital world (Seibert et al., 2020). In this study, we analysed whether the MEI could support self-regulated learning in an indirect support approach by considering different hierarchical levels of self-regulation in the design of the materials. The results show a significant acquisition of self-regulatory competences of learners in grades ten and eleven by using the MEI compared to the analogue version.

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