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Nurturing
Self-Regulated Learners
through
Authentic AssessmentsSeah-Tay Hui Yong
Nurturing Self-Regulated Learners through Authentic Assessments
ContextWhy Self-Regulated Learning? Why Authentic Assessment?Study: Method & Data AnalysisKey FindingsImplicationsFeedback
Knowledge becoming rapidly obsolete due to fast changing technologies
Ambiguous job scope
Rapid pace of social change
A future where we can’t predict the problems, let alone provide answers and solutions
Learners capable of thinking for themselves “their own solutions to whatever new problems they may face” in an increasingly uncertain future (Goh, 1997)
Context
Context
a confident persona self-directed learneran active contributor a concerned citizen
Desired Outcomes of Education:
What is Self-regulated Learning?
“The degree to which students are metacognitively,
motivationally, and behaviourally active participants in
their own learning” (Zimmerman, 1986)
What is Self-regulated Learning?
P
B
E
Reciprocal causation among three determinants of SRL (Schunk, Pintrich & Meece, 2008).
Behaviour
EnvironmentPersonal
What are Authentic Assessments?
Activities that facilitate SRL involve
Open-task structures in open-ended environments; Complexity;Autonomy;Collaborative work.
Link between SRL and Authentic Assessments
Authentic
Assessments
give students the opportunity for contextual control and regulation, i.e., to exercise SRL
gives the learner the will and skill to make sense of the feedback from the context so as to exploit the authentic assessment for learning
SRL
Link between SRL and Authentic Assessments
1. What differences are there in students’ use of self-regulated learning between a conventional paper-and-pen task and an authentic assessment task?
2. Specifically, what differences are there in forethought, performance control and self-reflection phases?
Link between SRL and Authentic Assessments
Performance Phase
Self-controlSelf-instruction
ImageryAttention focusing
Task strategies
Self-observationMetacognitive monitoring
Self-recording
Performance Phase
Self-controlSelf-instruction
ImageryAttention focusing
Task strategies
Self-observationMetacognitive monitoring
Self-recording
Forethought Phase
Task AnalysisGoal setting
Strategic planning
Self-motivation BeliefsSelf-efficacy
Outcome expectationsIntrinsic interest / value
Goal orientation
Forethought Phase
Task AnalysisGoal setting
Strategic planning
Self-motivation BeliefsSelf-efficacy
Outcome expectationsIntrinsic interest / value
Goal orientation
Self-reflection Phase
Self-judgementSelf-evaluation
Casual attribution
Self-reactionSelf-satisfaction
Adaptive / defensive
Self-reflection Phase
Self-judgementSelf-evaluation
Casual attribution
Self-reactionSelf-satisfaction
Adaptive / defensive
Phases and subprocesses of self-regulation(Zimmerman, 2008)
Research Design
Paper-pen assessment task
Authentic assessment task
SRL
que
stio
nnai
re
QUANTITATIVE QUALITATIVE
Interviews of unique cases
A
B
C
D
Research Questions 1and 2
Authentic assessment task
Paper-pen assessment task
Research Question 3
SRL
que
stio
nnai
re
Cla
sses
Paper-and-Pen task :
Evaluate arguments of given text
Provide own input through personal insight and apt illustration
Support own stand with well-developed explanations
Research Design
Authentic Assessment Task:
Choose one online news article
Critique the chosen article and post the critique in online forum
Feedback and critique by other readers
Research Design
Self-report questionnaire:
5-point Likert scaleItems cover the motivational, metacognitive and behavioural aspects of SRLItems based on Zimmerman and Martinez-Pons (2004) SRL cyclical model
Instrument
Research Design
Paper-pen assessment task
Authentic assessment task
SRL
que
stio
nnai
re
QUANTITATIVE QUALITATIVE
Interviews of unique cases
A
B
C
D
Research Questions 1 and 2
Authentic assessment task
Paper-pen assessment task
Research Question 3
SRL
que
stio
nnai
re
Cla
sses
Research Design
How did the following factors facilitate or hinder the students’ use of self-regulated learning :
– the real life setting – the school setting– student control (with respect to choice of
material)– student’s ability to self-assess.
Key Findings
Small difference in favour of authentic taskMore interesting findings in the individual phases
Key Findings
Forethought Phase:
More self-regulated
- Motivationally – Meaningful contexts - Metacognitively and
behaviourally- Prior Knowledge
Key Findings
Performance Phase:
Metacognitive difference in SRL:
- Real time context- Real time feedback
Self-reflection phase:
- Self-generated feedback
- Facilitated self-evaluation
Key Findings
Reacts to personal factors
Self-efficacy and self-assessment
Implications for teachers
P
B
E
Behaviour
EnvironmentPersonalEngagement because of real life connection and choice
Seeks feedback
Effect from school setting and time constraints
Implications for teachers
P E
EnvironmentPersonal
Engagement because of real life connection and choice
Tap on the cognitive and emotional connection to the task
Reacts to personal factors
Self-efficacy
Implications for teachers
P
B
Behaviour
Personal
Greater engagement
Greater self-efficacy
Greater ownership
Seeks feedback
Self-assessment
Implications for teachers*
P
B
E
Behaviour
EnvironmentPersonal
Real life context gives accessible and timely feedback to help learners evaluate own progress
*Need to support weaker learners
Implications for teachers
B
E
Behaviour
Environment
Effect from school setting and time constraints
Effect of
- Emphasis on being a reflective learner
- Time constraints
Implications on PolicyAssessment
High stakes exam conditions do not offer context for students to exercise SR strategies.
School grades should signal the kinds of Knowledge Economy capacities that employers value.
Implications on Policy
Authentic assessments involve skills and dispositions that provide a sound basis for learning in the long term.
Implications for researchers
More research needed on each phase.Indications that Self-reflection phase plays a bigger role in SRL, given the current research and literature that argue the importance of post-assessment effects.
Limitations
Study was designed to enhance transferability by
- ensuring methodological standards (Falk & Guenther, 2007)
- making logical inferences based on evidence to form analytic generalisations (Yin, 2006) Limited by the characteristics of the participants and the context of the setting as a whole.
Conclusion
Understanding of 2 key phenomena :
Self-Regulated Learning and
Authentic Assessments.Relevance to all who seek to develop self-regulated learners with the capacities needed for the 21st century.
