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1.
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2.
Abstract

In a context of increasing demand for quality and equity in education and a sharp focus on accountability, classroom teachers are also expected to support and improve learning outcomes for pupils in response to their individual needs. This paper explores three issues: how teachers understand assessment in relation to their students’ learning, the curriculum and their pedagogical choices; how teachers’ capacity to use assessment to improve students’ learning can be developed through career-long professional learning (CLPL); and how teachers’ learning can be implemented and sustained in schools, both locally and nationally. In considering these issues, recent thinking about learning and assessment and CLPL are considered alongside empirical evidence from the development and implementation of assessment processes and approaches to professional development in Scotland. The paper emphasises the importance of a dynamic framework of CLPL that recognises the individuality of teachers’ learning needs and the consequent need for tailored professional learning opportunities with different combinations of support and challenge at school, local and national levels.  相似文献   

3.
Abstract

This article reports on a study that examined teaching and learning in multi-grade classrooms using the Learning Environment, Learning Processes and Learning Outcomes (LEPO) conceptual framework. The study sought to investigate how the learning environment is created; how the processes of teaching and learning take place; and how assessment is used to determine the achievement of learning outcomes in multi-grade classrooms. A qualitative research design was used, where interviews were conducted with nine teachers from schools with multi-grade classrooms. The data was analysed thematically and revealed the following: the learning environment can be created by grouping learners appropriately in classrooms, creating learning stations and reading stations, proper use of time-tables, and adaptation of teaching plans; the learning processes should take place through the differentiated curricular approach or quasi mono-grade, that is, learners should be afforded the opportunity to learn from their family members, teaching and learning should take place through self-directed learning, peer tutoring and cooperative learning, and lessons should cater for different learning styles; to determine the realisation of learning outcomes teachers should assess learners in different grades informally with either the same or grade-specific assessment activities and formally with grade-specific assessment tasks. The article also addresses the main criticisms against the LEPO framework by explaining how teachers and learners should interact with the learning environment, learning processes and learning outcomes in multi-grade classrooms. The article concludes that if the LEPO framework can be implemented in multi-grade classrooms, teaching and learning can be strengthened in such classrooms.  相似文献   

4.
Portfolio assessment (PA) has been extensively adopted for writing development in the past three decades. Much research on PA primarily investigates students’ and teachers’ perceptions of its benefits, and how it influences students’ motivation and general writing abilities. Despite its purported effectiveness, not much has been done to understand the relationship between PA and self-regulated learning (SRL) especially in English as a Foreign Language (EFL) or English as a Second Language (ESL) writing research. This paper contends that PA can productively foster SRL in EFL writing classrooms, and, more specifically, it develops a conceptual model of SRL within the context of writing portfolios and iterative feedback processes. Supporting evidence emphasising how PA can facilitate SRL is discussed and evaluated. The paper ends with six recommendations and implications proposing how SRL can be promulgated in EFL portfolio-based contexts. Finally, possible future research is suggested.  相似文献   

5.
Computer-based learning environments (CBLEs) present important opportunities for fostering learning; however, studies have shown that students have difficulty when learning with these environments. Research has identified that students’ self-regulatory learning (SRL) processes may mediate the hypothesized positive relations between CBLEs and academic performance. In this review, we identified 33 empirical studies of SRL and CBLEs. We address three research questions: (1) How do learner and task characteristics relate to students’ SRL with CBLEs? (2) Can various learning supports or conditions enhance the quality of students’ SRL as they learn with CBLEs? (3) What conceptual, theoretical, and methodological issues exist for this growing area of research? We found evidence that specific SRL processes are more often associated with academic success than others and that SRL skills can be supported. We also identified a number of issues that researchers should aim to address in future investigations, including a more comprehensive measurement of facets of SRL and the quality of SRL processes, the seeming disconnect between SRL processes and learning outcomes, and the distinction between self- and other-regulation. Electronic supplementary material  The online version of this article (doi:) contains supplementary material, which is available to authorized users.  相似文献   

6.
Capturing evidence for dynamic changes in self-regulated learning (SRL) behaviours resulting from interventions is challenging for researchers. In the current study, we identified students who were likely to do poorly in a biology course and those who were likely to do well. Then, we randomly assigned a portion of the students predicted to perform poorly to a science of learning to learn intervention where they were taught SRL study strategies. Learning outcome and log data (257 K events) were collected from n = 226 students. We used a complex systems framework to model the differences in SRL including the amount, interrelatedness, density and regularity of engagement captured in digital trace data (ie, logs). Differences were compared between students who were predicted to (1) perform poorly (control, n = 48), (2) perform poorly and received intervention (treatment, n = 95) and (3) perform well (not flagged, n = 83). Results indicated that the regularity of students' engagement was predictive of course grade, and that the intervention group exhibited increased regularity in engagement over the control group immediately after the intervention and maintained that increase over the course of the semester. We discuss the implications of these findings in relation to the future of artificial intelligence and potential uses for monitoring student learning in online environments.

Practitioner notes

What is already known about this topic
  • Self-regulated learning (SRL) knowledge and skills are strong predictors of postsecondary STEM student success.
  • SRL is a dynamic, temporal process that leads to purposeful student engagement.
  • Methods and metrics for measuring dynamic SRL behaviours in learning contexts are needed.
What this paper adds
  • A Markov process for measuring dynamic SRL processes using log data.
  • Evidence that dynamic, interaction-dominant aspects of SRL predict student achievement.
  • Evidence that SRL processes can be meaningfully impacted through educational intervention.
Implications for theory and practice
  • Complexity approaches inform theory and measurement of dynamic SRL processes.
  • Static representations of dynamic SRL processes are promising learning analytics metrics.
  • Engineered features of LMS usage are valuable contributions to AI models.
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7.
ABSTRACT

The authors used self-regulated learning (SRL) as a lens for examining teachers' conceptions of assessment and their classroom assessment practices. Fifteen upper-elementary and middle school teachers participated in semistructured interviews designed to uncover their beliefs about the forms and functions of classroom assessment. Observational data were collected in the teachers' classrooms. The findings show that while teachers have complex understandings of classroom assessment, their assessment environments are not optimal for supporting students' development of SRL habits. Teachers tend to see themselves as the initiators and controllers of assessment opportunities, prioritize attainment of content information, and value written assessment products over practices that generate intangible data. The authors describe these trends as consequences of the competing audiences teachers have to satisfy with their assessment practices.  相似文献   

8.
ABSTRACT

Currently, kindergarten education is shaped by two priorities: (1) the recognition that early learning must maintain a developmental orientation and support socio-personal growth; and (2) a growing emphasis on standards-based curriculum and the use of assessment to support children’s learning. While some researchers have argued these two priorities are counter-related, research demonstrates the potential to embed these goals through play-based pedagogies. The purpose of this paper is to explore how kindergarten teachers leverage assessment practices, particularly Assessment as Learning (AaL), to support children learning within play-based classrooms. Centrally, we argue that a focus on AaL and self-regulation might be the fulcrum that hinges play-pedagogies with standards-based education and assessment mandates, helping to diminish the divide between these two priorities. Data are drawn from 20 kindergarten classrooms via initial interviews, observations and video-elicitation teacher interviews. Findings identify how kindergarten teachers are productively using assessment to promote learner independence within play-based classrooms.  相似文献   

9.
Abstract

Self-regulated learning (SRL) – autonomously planning, self-monitoring and self-reflecting on learning – is a strong predictor of academic success. Mastery of the strategies needed to become a self-regulated learner does not develop automatically in all students; thus, the classroom environment, including pedagogy and modes of assessment, plays a vital role in stimulating SRL. Indeed, the post-16 curriculum in England is often criticised for failing to promote SRL. The Extended Project Qualification (EPQ), however, is a post-16 project-based qualification that has drawn from SRL theories. Research indicates that the EPQ can bolster A-level and degree attainment, yet, the mechanisms underlying this effect remain unknown. This article reports on a qualitative investigation using focus groups and interviews to explore students’ and teachers’ experiences of the EPQ and its effects on general academic performance. The qualification was seen to promote SRL by building learner agency and self-awareness, and improving engagement. We argue that the EPQ offers solutions for many of the perceived deficits of the English post-16 curriculum and that the decline of the AS-level in England represents an opportunity for learners to fill the ‘fourth space’ with qualifications like the EPQ, which could empower them to pursue a broad and diverse education.  相似文献   

10.
Abstract

Using the badged open course, Taking your first steps into Higher Education, this case study examines how assessment on online open courses draws on concepts of assessment used within formal and informal learning. Our experience was that assessment used within open courses, such as massive open online courses, is primarily determined by the requirements of quality assurance processes to award a digital badge or statement of participation as well as what is technologically possible. However, this disregards much recent work in universities that use assessment in support of learning. We suggest that designers of online open courses should pay greater attention to the relationship of assessment and learning to improve participant course completion.  相似文献   

11.
ABSTRACT

This paper examines the processes of regulation of student learning that are associated with formative assessment in the classroom. It discusses the concept of co-regulation and presents a model of co-regulation developed in a situated perspective on classroom learning. This model conceptualises co-regulated learning as resulting from the joint influence of student self-regulation and of sources of regulation in the learning environment: namely, the structure of the teaching/learning situation, the teacher’s interventions and interactions with students, the interactions between students, and the tools used for instruction and for assessment. Examples of research showing how co-regulation functions are discussed, in particular students’ use of tools for self-assessment and peer assessment, and the role of teacher–student interactions that encourage active student participation in formative assessment.  相似文献   

12.
The study investigates one mathematics teacher’s implementation of formative assessment and its effects on students’ self-regulated learning (SRL). A questionnaire administered before and after the eight-month long intervention shows a significant effect, compared to two control classes, on students’ motivational beliefs involved in SRL. Qualitative data shows a notable enhancement of the students’ SRL behavior in the classroom. Analysis of the teacher’s implemented formative assessment shows a practice integrating several aspects of formative assessment, and provides empirical evidence of what formative assessment with large effects on students’ SRL may look like and how it fits with models of SRL development.  相似文献   

13.
ABSTRACT

This article presents an argument for a reconsideration of the types of assessment pro‐ moted by national policy. It argues that education for the twenty‐first century should place emphasis on higher‐order skills and ‘deep learning’ while not neglecting basic skills. The evidence relating to the impact of assessment on learning is briefly reviewed, as is the current state of understanding about different types of learning. On this basis it is argued that the range of types of assessments used, both formally and informally, should be expanded to illuminate and support a wide spectrum of rel‐ evant learning, including both the learning of facts and skills, deeper understandings of concepts and principles and their application in unfamiliar contexts. The impli‐ cations for policy and for the refocusing of national assessment in England are then discussed and an alternative framework is proposed.  相似文献   

14.
Abstract

How can we best facilitate students most in need of learning support, entering a challenging quantitative methods module at the start of their bachelor programme? In this empirical study into blended learning and the role of assessment for and as learning, we investigate learning processes of students with different learning profiles. Specifically, we contrast learning episodes of two cluster analysis-based profiles, one profile more directed to deep learning and self-regulation, the other profile more directed toward stepwise learning and external regulation. In a programme based on problem-based learning, where students are supposedly being primarily self-directed, this first profile is regarded as being of an adaptive type, with the second profile less adaptive. Making use of a broad spectrum of learning and learner data, collected in the framework of a dispositional learning analytics application, we compare these profiles on learning dispositions, such as learning emotions, motivation and engagement, learning performance and trace variables collected from the digital learning environments. Outcomes suggest that the blended design of the module with the digital environments offering many opportunities for assessment of learning, for learning and as learning together with actionable learning feedback, is used more intensively by students of the less adaptive profile.  相似文献   

15.
Abstract

Despite the theoretical argument and empirical evidence regarding the impact of self- assessment on academic achievement and self-regulated learning (SRL), the mechanism for this impact is understudied. The present study aimed to investigate the characteristics of self-assessment practices at different SRL phases and its relationship with academic achievement. Using a course assignment as the learning task, sixty-three students enrolled in a one-year master programme in a teacher education institute responded to an instrument assessing their self-assessment practices (including four self-assessment actions) at the SRL Preparatory, Performance and Appraisal phases of the task. Their final scores of the assignment were also collected. The results showed that self-assessment is a fundamental skill for SRL and occurs at each SRL phase with different patterns. Autoregressive relationships were found for all self-assessment actions between different SRL phases. Self-reflection at Performance phase was found to influence feedback seeking at Appraisal phase. Self-directed feedback seeking through monitoring at Performance phase was the strongest and positive predictor of academic achievement; and achievement had negative impact on all self-assessment actions at Appraisal phase. This study may assist educators and researchers to better understand the complexity of self-assessment in relation to learning process.  相似文献   

16.
Background: The active involvement of learners as critical, reflective and capable agents in the learning process is a core aim in contemporary education policy in Australia, and is regarded as a significant factor for academic success. However, within the relevant literature, the issue of positioning students as agents in the learning process has not been fully examined and needs further exploration.

Purpose: This study aims to explore ways in which aspects of self-regulated learning theory may be integrated with the concept of agentic engagement into classroom practice. Specifically, the study seeks to scaffold students’ self-assessment capabilities and self-efficacy by using a formative assessment-as-learning process. The research examines how scaffolded planning, as part of the forethought phase in the Assessment as Learning (AaL) process, influences self-regulation and student agency in the learning process.

Sample: 126 students from school years two, four and six (student age groups 7, 9 and 11 years), and 7 teachers at an independent (co-educational, non-religious) primary school in the Northern Territory, Australia, participated in the study.

Design and methods: Conducted as a one-setting, cross-sectional practitioner research study, the data sources included students’ planning templates, writing samples, interviews with students and teachers and email correspondence with teachers. The data were analysed for emerging themes and interpreted from a framework of social cognitive theory.

Findings: In this study, students were given the opportunity and support to exercise agentic engagement. Findings suggested that, in particular, students who were identified by their teachers as low-achieving and/or with poor motivation, were perceived by the teachers as exceededing expectations by demonstrating relatively greater motivation, persistence, effort and pride in their work than would be the case usually.

Conclusions: The findings from this formative AaL study suggest that AaL has the potential to help scaffold primary students’ development of assessment capabilities.  相似文献   

17.
In this study, we used think-aloud verbal protocols to examine how various macro-level processes of self-regulated learning (SRL; e.g., planning, monitoring, strategy use, handling of task difficulty and demands) were associated with the acquisition of a sophisticated mental model of a complex biological system. Numerous studies examine how specific micro-level SRL processes such as judgments of learning or prior knowledge activation are related to learning outcomes. However, it is also valuable to look at these processes in macro-level aggregates because efficacy and use of micro-level strategies can vary due to individual differences. Two hundred and nineteen high-school and middle-school students produced think-aloud protocols while learning with a hypermedia environment. We transcribed and coded participants’ learning sessions for the use of micro- and macro-level SRL processes. Participants’ developmental level, prior knowledge, and monitoring behaviors were associated with posttest mental model sophistication. These results illustrate that monitoring is a key SRL process when developing an understanding of a complex science topic using hypermedia.  相似文献   

18.
ABSTRACT

Continuous assessment (CA) is believed to have great potential for improving learning in higher education. Students’ beliefs about CA are a determining force for optimising CA’s formative potential. This study explored 27 Chinese undergraduates’ beliefs about CA functions in their college English course through individual semi-structured interviews. The findings reveal that more than half of the participants noticed the judgemental function of CA. The majority valued CA as an external force that motivated them to learn. Fewer than half believed that CA informed their learning. It is argued that this perceived strong extrinsic motivational function and weak informing function might constrain the participants’ sustainable learning improvement. The findings show that the participants’ beliefs about CA functions were ecologically rational. The macrosystem (China’s education system and examination culture) and exosystem (university assessment policy) enhanced the participants’ recognition of CA as a motivator. Further, the microsystem (lecturer feedback and grading practices) and chronosystem (students’ transition from high school to university) contributed to their lower awareness of CA as a useful feedback source.  相似文献   

19.
ABSTRACT

Until recently, the classroom assessment literature has emphasized the role of teachers and tests, for example investigating teachers’ assessment practices or the quality of classroom tests and other assessments. In contrast, current understandings of teaching and learning emphasize the role of students, as well as the complex interactions between teachers, students, and contexts. We use the literature review method to give substance to a theory of classroom assessment as the co-regulation of learning by teachers, students, instructional materials, and contexts. We organize the literature using a version of Pintrich and Zusho’s theory of the phases and areas of the self-regulation of learning, expanded to include the co-regulation of learning, in order to demonstrate how classroom assessment is related to all aspects of the regulation of learning. We conclude that this is a useful expansion for the field.  相似文献   

20.
This study investigated the role of self-directed learning (SDL) in problem-based learning (PBL) and examined how SDL relates to self-regulated learning (SRL). First, it is explained how SDL is implemented in PBL environments. Similarities between SDL and SRL are highlighted. However, both concepts differ on important aspects. SDL includes an additional premise of giving students a broader role in the selection and evaluation of learning materials. SDL can encompass SRL, but the opposite does not hold. Further, a review of empirical studies on SDL and SRL in PBL was conducted. Results suggested that SDL and SRL are developmental processes, that the “self” aspect is crucial, and that PBL can foster SDL. It is concluded that conceptual clarity of what SDL entails and guidance for both teachers and students can help PBL to bring forth self-directed learners.  相似文献   

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