The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use
| Autor: | Marjan Vermeulen, Jos Castelijns, Mien Segers, Rob Martens, Diana Baas |
|---|---|
| Přispěvatelé: | Educational Research and Development, Onderwijsontw & Onderwijsresearch, RS: GSBE ERD, RS-Research Line Teaching and Teacher Professionalisation (T2) (part of WO program), Department T2, Welten Institute |
| Jazyk: | angličtina |
| Rok vydání: | 2015 |
| Předmět: |
Male
Process (engineering) Primary education Metacognition Structural equation modeling Education Surveys and Questionnaires metacognitive strategies Developmental and Educational Psychology Mathematics education Humans Learning Child Students Empirical evidence elementary students cognitive strategies Schools Learning environment Cognition Assessment for learning Female School Teachers Comprehension Psychology Cognitive psychology assessment for learning |
| Zdroj: | British Journal of Educational Psychology, 85(1), 33-46. Wiley-Blackwell British Journal of Educational Psychology, 85(1), 33-46. The British Psychological Society Baas, D, Castelijns, J, Vermeulen, M, Martens, R & Segers, M 2015, ' The relation between Assessment for Learning and elementary students’ cognitive and metacognitive strategy use ', British Journal of Educational Psychology, vol. 85, no. 1, pp. 33-46 . https://doi.org/10.1111/bjep.12058 |
| ISSN: | 0007-0998 1476-9808 |
| DOI: | 10.1111/bjep.12058 |
| Popis: | Assessment for learning (afl) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of afl that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between afl and students' strategy use is scarce. Aimthis study investigates the relation between afl and elementary school students' use of cognitive and metacognitive strategies. Samplethe sample comprised 528 grade four to six students (9- to 12-year-olds) from seven dutch elementary schools. Methodsstudents' perceptions of afl and their cognitive and metacognitive strategy use were measured by means of questionnaires. Structural equation modelling was used to investigate the relations among the variables. Resultsthe results reveal that monitoring activities that provide students an understanding of where they are in their learning process predict students' task orientation and planning. Scaffolding activities that support students in taking the next step in their learning are positively related to the use of both surface and deep-level learning strategies and the extent to which they evaluate their learning process after performing tasks. Conclusionsthe results underline the importance of assessment practices in ceding responsibility to students in taking control of their own learning. |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|
Plný text