The present study adopts a mixed method design to investigate the effect of seven classroom assessment(CA)features on student self-regulated learning(SRL)and further explored factors that influenced the effect.Twelve ...The present study adopts a mixed method design to investigate the effect of seven classroom assessment(CA)features on student self-regulated learning(SRL)and further explored factors that influenced the effect.Twelve teachers and their students(valid data points tallying 630)from three Chinese high schools participated in the study.Structural equational modelling results showed that the CA features had varied impacts.Specifically,self-assessment most effectively enhanced SRL,followed by teacher instruction and structured guidance,then teacher feedback;assessment task and student choice had mixed impacts.Peer-assessment and CA environment reduced SRL.Five influencing factors were revealed through both teacher and student interviews,namely,student engagement with the assessment task,student dependence on authority,prospective gains in the gaokao,intractable motivation and learning approach,and student-teacher relationship.The research has practical implications for SRL promotion.展开更多
The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)a...The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)and self-regulated learning(SRL),the authors have formulated a conceptual framework outlining the CA features that promote SRL among students.Guided by this framework,the 12 high school teachers’CA practice was scrutinized to find out to what extent their CA was pro-SRL.Based on interview data and classroom observation,gaps were found in Chinese high school teachers’CA.First,CA tasks are primarily low-level closed-end problems,with rare exceptions.Second,students are not allowed much autonomy in CA.Third,self-assessment practice is mostly self-grading.Fourth,peer-assessment is uncommon and mainly involves simply marking peers’work.Fifth,teacher feedback is focused on task and process levels;regulation-level feedback is less common.Sixth,despite teachers’encouragement,most students feel threatened by CA.展开更多
In this paper,I use an autoethnographical approach,coupled with existing research literature on Chinese learners and learning,to reflect upon my own experiences as a junior high school student in order to explore how ...In this paper,I use an autoethnographical approach,coupled with existing research literature on Chinese learners and learning,to reflect upon my own experiences as a junior high school student in order to explore how Chinese students perceive their learning,and how they establish and justify their own sense of self-regulation in learning.It is found there is a hybrid of nuanced cultural meanings underneath the self-regulated learning experiences in the Chinese context.展开更多
Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms un...Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.展开更多
The current study measures the influence of multitasking behavior and self-efficacy for self-regulated learning(SESRL)on perceptions of academic performance and views in university students during the COVID-19 pan-demic...The current study measures the influence of multitasking behavior and self-efficacy for self-regulated learning(SESRL)on perceptions of academic performance and views in university students during the COVID-19 pan-demic in Mexico.264 university students fulfilled an online questionnaire.It was observed that multitasking beha-vior negatively influences SESRL(-0.203),while SESRL showed a positive influence of 0.537 on perceptions of academic performance,and multitasking behavior had an influence of-0.097 on the perception of academic per-formance.Cronbach’s alpha and Average Variance Extracted values were 0.809 and 0.577(multitasking behavior),0.819 and 0.626(SESRL),0.873 and 0.725(perceptions of academic performance),respectively.The results of the bootstrapping test showed that the path coefficients were significant.The study outcomes can support new plans in universities to ensure the best academic outcomes.Our study showed evidence of the COVID-19 impact on education behavior.This study’s novelty is based on using the partial least square structural equation modeling(PLS-SEM)technique to evaluate these variables.展开更多
Purpose:This paper reports the evaluation of an ongoing intervention,the GROW Programme,aimed at meeting the needs of 15-18-year-old pupils who were unable to attend school in England for periods during 2020-2021.The ...Purpose:This paper reports the evaluation of an ongoing intervention,the GROW Programme,aimed at meeting the needs of 15-18-year-old pupils who were unable to attend school in England for periods during 2020-2021.The aim of the paper is to theorize the underlying basis of practice in such a lockdown context to inform future responses.Design/Approach/Methods:Thematic analysis of a mixed-method evaluation,using surveys and interviews of teachers and mentors,and pupil focus groups,of the remote mentoring of pupils and their learning during lockdown,is further analyzed by means of Bernstein's knowledge codes and concept of open schools,to identify the form of knowledge inherent in online mentoring.Findings:The analysis offers a framework for open schooling valuable to schools in uncertain times and identifies the shift to metacognition and self-regulated learning as holding particular benefits for learning underdisruption.Originality/Value:The paper takes a novel view of the disruption brought about by the partial closure of schools and offers a methodology for evaluating its effects by means of a unique intervention.It makes visible the characteristics and the potential benefits of alternative approaches in order that schools can make informed choices.展开更多
Purpose:Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills.Those assessments impact learners’attitudes,beliefs,and emotions.Negative impacts may be overcome...Purpose:Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills.Those assessments impact learners’attitudes,beliefs,and emotions.Negative impacts may be overcome if students regulate their responses to assessment and feedback.Design/Approach/Methods:This article systematically locates research studies that cite three key early papers around student conceptions of assessment(SCoA).A narrative synthesis is based on 22 papers.Findings:In addition to the SCoA,11 different research inventories reveal a variety of regulatory responses that are enhanced when assessments are deliberately formative,fair,and trustworthy.There is broad interest in this phenomenon but little consistency in methods,and even the SCoA has little consistency in factor structure across jurisdictions.Only one study provided an objective behavioral measure to validate self-reports,which are the dominant form of research.Originality/Value:This review gives readers insights into how assessment influences student thinking and how student cognition can regulate success.展开更多
文摘The present study adopts a mixed method design to investigate the effect of seven classroom assessment(CA)features on student self-regulated learning(SRL)and further explored factors that influenced the effect.Twelve teachers and their students(valid data points tallying 630)from three Chinese high schools participated in the study.Structural equational modelling results showed that the CA features had varied impacts.Specifically,self-assessment most effectively enhanced SRL,followed by teacher instruction and structured guidance,then teacher feedback;assessment task and student choice had mixed impacts.Peer-assessment and CA environment reduced SRL.Five influencing factors were revealed through both teacher and student interviews,namely,student engagement with the assessment task,student dependence on authority,prospective gains in the gaokao,intractable motivation and learning approach,and student-teacher relationship.The research has practical implications for SRL promotion.
文摘The present study is set in the context of ongoing educational reform that advocates fostering self-regulated learners and using assessment to improve learning.Drawing on existent research on classroom assessment(CA)and self-regulated learning(SRL),the authors have formulated a conceptual framework outlining the CA features that promote SRL among students.Guided by this framework,the 12 high school teachers’CA practice was scrutinized to find out to what extent their CA was pro-SRL.Based on interview data and classroom observation,gaps were found in Chinese high school teachers’CA.First,CA tasks are primarily low-level closed-end problems,with rare exceptions.Second,students are not allowed much autonomy in CA.Third,self-assessment practice is mostly self-grading.Fourth,peer-assessment is uncommon and mainly involves simply marking peers’work.Fifth,teacher feedback is focused on task and process levels;regulation-level feedback is less common.Sixth,despite teachers’encouragement,most students feel threatened by CA.
文摘In this paper,I use an autoethnographical approach,coupled with existing research literature on Chinese learners and learning,to reflect upon my own experiences as a junior high school student in order to explore how Chinese students perceive their learning,and how they establish and justify their own sense of self-regulation in learning.It is found there is a hybrid of nuanced cultural meanings underneath the self-regulated learning experiences in the Chinese context.
文摘Objective:Self-directed training represents a challenge in simulation-based training as low cognitive effort can occur when learners overrate their own level of performance.This study aims to explore the mechanisms underlying the positive effects of a structured self-assessment intervention during simulation-based training of mastoidectomy.Methods:A prospective,educational cohort study of a novice training program consisting of directed,self-regulated learning with distributed practice(5x3 procedures)in a virtual reality temporal bone simulator.The intervention consisted of structured self-assessment after each procedure using a rating form supported by small videos.Semi-structured telephone interviews upon completion of training were conducted with 13 out of 15 participants.Interviews were analysed using directed content analysis and triangulated with quantitative data on secondary task reaction time for cognitive load estimation and participants’self-assessment scores.Results:Six major themes were identified in the interviews:goal-directed behaviour,use of learning supports for scaffolding of the training,cognitive engagement,motivation from self-assessment,selfassessment bias,and feedback on self-assessment(validation).Participants seemed to self-regulate their learning by forming individual sub-goals and strategies within the overall goal of the procedure.They scaffolded their learning through the available learning supports.Finally,structured self-assessment was reported to increase the participants’cognitive engagement,which was further supported by a quantitative increase in cognitive load.Conclusions:Structured self-assessment in simulation-based surgical training of mastoidectomy seems to promote cognitive engagement and motivation in the learning task and to facilitate self-regulated learning.
文摘The current study measures the influence of multitasking behavior and self-efficacy for self-regulated learning(SESRL)on perceptions of academic performance and views in university students during the COVID-19 pan-demic in Mexico.264 university students fulfilled an online questionnaire.It was observed that multitasking beha-vior negatively influences SESRL(-0.203),while SESRL showed a positive influence of 0.537 on perceptions of academic performance,and multitasking behavior had an influence of-0.097 on the perception of academic per-formance.Cronbach’s alpha and Average Variance Extracted values were 0.809 and 0.577(multitasking behavior),0.819 and 0.626(SESRL),0.873 and 0.725(perceptions of academic performance),respectively.The results of the bootstrapping test showed that the path coefficients were significant.The study outcomes can support new plans in universities to ensure the best academic outcomes.Our study showed evidence of the COVID-19 impact on education behavior.This study’s novelty is based on using the partial least square structural equation modeling(PLS-SEM)technique to evaluate these variables.
文摘Purpose:This paper reports the evaluation of an ongoing intervention,the GROW Programme,aimed at meeting the needs of 15-18-year-old pupils who were unable to attend school in England for periods during 2020-2021.The aim of the paper is to theorize the underlying basis of practice in such a lockdown context to inform future responses.Design/Approach/Methods:Thematic analysis of a mixed-method evaluation,using surveys and interviews of teachers and mentors,and pupil focus groups,of the remote mentoring of pupils and their learning during lockdown,is further analyzed by means of Bernstein's knowledge codes and concept of open schools,to identify the form of knowledge inherent in online mentoring.Findings:The analysis offers a framework for open schooling valuable to schools in uncertain times and identifies the shift to metacognition and self-regulated learning as holding particular benefits for learning underdisruption.Originality/Value:The paper takes a novel view of the disruption brought about by the partial closure of schools and offers a methodology for evaluating its effects by means of a unique intervention.It makes visible the characteristics and the potential benefits of alternative approaches in order that schools can make informed choices.
文摘Purpose:Universities assess and evaluate students concerning competence in essential disciplinary knowledge and skills.Those assessments impact learners’attitudes,beliefs,and emotions.Negative impacts may be overcome if students regulate their responses to assessment and feedback.Design/Approach/Methods:This article systematically locates research studies that cite three key early papers around student conceptions of assessment(SCoA).A narrative synthesis is based on 22 papers.Findings:In addition to the SCoA,11 different research inventories reveal a variety of regulatory responses that are enhanced when assessments are deliberately formative,fair,and trustworthy.There is broad interest in this phenomenon but little consistency in methods,and even the SCoA has little consistency in factor structure across jurisdictions.Only one study provided an objective behavioral measure to validate self-reports,which are the dominant form of research.Originality/Value:This review gives readers insights into how assessment influences student thinking and how student cognition can regulate success.
