Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks

Perry, Nancy E.; Lisaingo, Simon; Yee, Nikki; Parent, Natasha; Wan, Xinke; Muis, Krista R.

doi:10.1080/0969594x.2020.1801576

Cited by 19 publications

(22 citation statements)

References 45 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, in contrast to other (intervention) studies on SRL in vocational schools (e.g., Sembill et al, 2001), our intervention setting did not lead to increased positive emotions and intrinsic motivation. Although we assumed an indirect effect promoting SRL through our learning setting (Perry, 1998(Perry, , 2013Perry et al, 2018Perry et al, , 2020a, we could not identify any effects on the motivation variables, while only weak effects on enjoyment could be demonstrated. One possible explanation is that although a learning environment conducive to SRL was created in our study, no direct regulation strategies were taught; thus, the effects of combined strategy training are not attested, and the intended effect is missing (Paris & Paris, 2001).…”

Section: Srl and The Learning Contextmentioning

confidence: 74%

“…However, complex learning situations also require systematic and targeted support for learners (Reeve & Halusic, 2009). In this respect, Perry and colleagues (Perry et al, 2020a) were able to demonstrate that classrooms in which SRL is highly valued also provide structural support for SRL and the students' autonomy. The macrocategory "Student Influence and Autonomy" refers to the availability of opportunities to co-design lessons and control one's own learning, thus promoting student influence and autonomy.…”

Section: Self-regulated Learning and Learning Environmentmentioning

confidence: 99%

“…Our intervention approach refers to the framework model developed by Nancy Perry and colleagues, "Classroom Practices that Support Self-Regulated Learning" (Perry et al, 2018(Perry et al, , 2020a. Based on this framework, we created a learning environment with different instructional elements to emphasize students' SRL in a participatory approach with a vocational school (Perry et al, 2015).…”

Section: Interventionmentioning

confidence: 99%

See 2 more Smart Citations

Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools

Mejeh¹,

Held²

2022

Vocations and Learning

View full text Add to dashboard Cite

Self-regulated learning (SRL) provides the foundation for building sustainable knowledge and is therefore important for schools, classrooms, and lifelong learning in general. Especially in vocational education and training, the concept of SRL remains fundamental as it relates to preparing future employees. However, further research is needed on how vocational students situationally regulate their learning process and the extent to which this may be related to a dispositional change in their SRL. In this study, we analyzed longitudinal questionnaire data from 159 students who attended either SRL-conducive or regular vocational classes. We refer to Perry and colleagues' (2018) framework of an SRL-conducive learning environment, which focuses on (meta)cognitive, motivational, and emotional aspects of learning. Using multilevel analysis, we found differences in the development of (meta)cognitive components of learning, whereas no clear differences could be identified for motivational and emotional components. The results support the assumption that process analyses can be used to draw a more differentiated picture of SRL in vocational schools. Moreover, indirect approaches to promoting SRL should be designed to include all SRL-relevant aspects.

show abstract

Section: Srl and The Learning Contextmentioning

confidence: 74%

Section: Self-regulated Learning and Learning Environmentmentioning

confidence: 99%

Section: Interventionmentioning

confidence: 99%

See 1 more Smart Citation

Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools

Mejeh¹,

Held²

2022

Vocations and Learning

View full text Add to dashboard Cite

show abstract

“…Another assessment practice that could be broadened is selfassessment. Recently, Perry et al (2020) had Grade 3 students complete a Learning Log multiple times during a writing task to encourage self-assessment. The Learning Log included an opportunity for students to identify the emotion that they were feeling while learning.…”

Section: Discussionmentioning

confidence: 99%

Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation

et al. 2021

View full text Add to dashboard Cite

Formative assessment practices have been theoretically connected to the development of self-regulation with mounting empirical evidence. Co-regulation is the process whereby a more capable individual (e.g., teacher or peer) attunes the behaviours, emotions, or cognitive processes of an individual (a student) to align with goals or expectations and is being recognized as a strategy for developing self-regulation. Formative assessment practices may facilitate co-regulation, however, much of the literature has focused on older student populations. This phenomenological study explored the relationship between formative assessment and co-regulation in eight Kindergarten classrooms. Eight Kindergarten teachers and four Early Childhood Educators (ECE) completed semi-structured interviews in 2019 during two time periods with each participant completing two interviews. To supplement the interviews, 56 h of classroom observations were completed in each classroom, totaling 448 h of observations across eight classrooms. Interviews were audio-recorded and transcribed verbatim. Qualitative data were analyzed thematically. Four themes emerged: 1) Authentic assessment and self-regulation practices, 2) Feedback as foundational, 3) Formative assessment and co-regulation have shared purposes, and 4) Connections between classroom assessment and co-regulation. Participants described their classroom assessment and self-regulation practices as authentic and natural for students while also providing examples of their interactions with students as a form of co-regulation. Feedback was articulated as foundational to both classroom assessment and co-regulation. Participants illustrated examples of feedback from peers (including through modified peer-assessment). Shared purposes between formative assessment and co-regulation placed students at the centre of the learning process, encouraging agentic behaviours, and scaffolding student thinking. The final theme underlined the need to broaden conceptualizations of assessment in Kindergarten. Findings suggested student agency as the bridge between classroom assessment and co-regulation, and a bidirectional, mutually supportive, relationship between formative assessment and co-regulation.

show abstract

“…Consequently, in online teaching, lack of access to such observation, which is not only direct but also multi-dimensional, may require teachers to seek alternative methods of obtaining students’ behavioural cues. A natural and effective approach to obtaining behavioural cues is for students to report their own learning process and outcome as an indirect lens for teachers to observe their behaviours [ 8 , 9 ]. Previous research has also shown the usefulness of students’ own reporting, for instance in the form of student feedback, in providing the teacher with important information with which to conduct assessment [ 10 ].…”

Section: Introductionmentioning

confidence: 99%

Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment

2022

Behavioral Sciences

View full text Add to dashboard Cite

How teachers should elicit and draw on behavioural cues for online-classroom assessment is of much interest to both researchers and practising teachers. Aiming to explore how to enhance interactive self-reporting as a behavioural cue elicitor for online-classroom assessment, this study adopted a large-scale questionnaire survey to investigate the effects of the intensity of interaction in interactive self-reporting and teachers’ professional experience on the quality of assessment data in online teaching. Results showed that only the intensity of teacher’s follow-up interaction regarding interactive self-reporting had a significant impact on the quality of the assessment data. Specifically, as a behavioural cue elicitor, interactive self-reporting may be best utilised when interaction of a moderate intensity is employed by the teacher following students’ self-report. The accuracy and efficiency of interactive self-reporting as a means to obtain assessment data in online teaching can only, thus, be best synergised. Otherwise, the accuracy and efficiency may be reduced to a wax-and-wane relationship, i.e., each one increases at the expense of the other.

show abstract

Collaborating with teachers to design and implement assessments for self-regulated learning in the context of authentic classroom writing tasks

Cited by 19 publications

References 45 publications

Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools

Understanding the Development of Self-Regulated Learning: An Intervention Study to Promote Self-Regulated Learning in Vocational Schools

Exploring Formative Assessment and Co-Regulation in Kindergarten Through Interviews and Direct Observation

Interactive Self-Reporting as Behavioural Cue Elicitor for Online-Classroom Assessment

Contact Info

Product

Resources

About