A framework for classroom assessment, learning, and self-regulation

Chen, Peggy P.; Bonner, Sarah M.

doi:10.1080/0969594x.2019.1619515

Cited by 38 publications

(33 citation statements)

References 42 publications

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“…Zimmerman (2000) described self-regulation as a cyclical process consisting of three phases: forethought, performance, and self-reflection, whereas Li et al (2020) clustered SRL as forethought, adaptive, and monitoring self-regulated behavior. These SRL models share similar elements and processes ( Chen and Bonner, 2020 ). Basically, SRL has been conceptualized as comprising a three-phase process, including the preparatory, the performance, and the appraisal phases ( Adam et al, 2017 ).…”

Section: Theoretical Backgroundmentioning

confidence: 99%

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

Liu

Zhao

et al. 2021

Front. Psychol.

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Due to the spread of the epidemic around the world, online learning has received greater attention. Self-regulated learning (SRL) is an important factor for students to achieve academic success. This study investigated the gender differences in SRL and three sub-constructs of SRL in the context of online learning, that is the preparatory, performance, and appraisal phases. A total of 400 high school students (males = 125, females = 275) from China participated in this study. In order to identify whether there were gender differences in their self-regulated online learning (SROL), independent sample t-test was performed. The results showed that there were significant gender differences in the SROL (t = –3.334, p = 0.001 < 0.01, d = –0.410) and the three sub-constructs of SROL (preparatory: t = –0.702, p = 0.008 < 0.01, d = 0.018; performance: t = –3.801, p = 0.000 < 0.01, d = 0.456; appraisal: t = –3.120, p = 0.002 < 0.01, d = 0.361). The findings indicated that females performed better than males in all three dimensions of learners’ online self-regulated learning.

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Section: Theoretical Backgroundmentioning

confidence: 99%

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

Liu

Zhao

et al. 2021

Front. Psychol.

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“…Our study is also underscored by the view that teachers' assessment practices can help build students' self-regulatory and L2L skills, by focusing sensitively and constructively on students' learning, fostering motivation; promoting students' understanding of goals and criteria; and developing students' capacity for self-assessment in view of improving one's own regulation in learning (ARG 2002;Baird et al 2017;Bennett 2011;Chen and Bonner 2020). In particular, features of classroom assessment practice that, we concur, are conducive to learning and L2L are as follows: teachers' questioning in the classroom to explore key features of learning; encouragement of students to participate in meaningful classroom conversations and reflection; attention to students' pre-existing understanding; timely feedback, both oral and written; development of peer and self-assessment; and support for task involvement with a focus on learning (Black et al 2006).…”

Section: Connections Between L2l and Classroom Assessmentmentioning

confidence: 97%

Learning to learn and assessment: Complementary concepts or different worlds?

Stringher¹,

Rivera²,

Patera³

et al. 2021

Educational Research

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Background: 'Learning to Learn' (L2L) is considered a key skill for the twenty-first century. It is understood here as a hyper-competence, which mobilises resources of the individual and/or groups in a sensemaking effort to improve or update one's own learning. By means of classroom assessment during the teaching-learning cycle, teachers can promote this competence in their daily practice. This paper focuses on the L2L-assessment relationship, presenting data from an international qualitative research project conducted in Brazil, Ecuador, Italy, Mexico, Spain and Uruguay from a comparative perspective. Purpose: The study sought to explore the relationship between teachers' L2L conceptualisations and their assessments in a sample of preschool, primary and secondary school teachers. Key questions addressed were: how did interviewed teachers define L2L? What, if any, was the connection between teachers' assessment methods and their own L2L definition? Methods: The analysis drew on data collected from 123 interviews with teachers, deploying a qualitative descriptive approach. L2L definitions were classified as broad or narrow according to Hounsell. A connection was assigned to each interview depending on whether teachers' assessment and L2L responses included aspects related to L2L theory. Findings and conclusion: Around one-third of interviewees provided a definition of L2L consistent with the intended purposes of assessments that contribute to the development of L2L. Approximately onefifth was classified with partial connection and almost half was classified as showing no connection. The L2L-assessment relationship is explored in terms of similarities and differences between countries. Overall, the study draws attention to the need for increasing teacher awareness of the L2L-assessment connection during initial and inservice teacher education, in order for teachers to develop assessment practices conducive to L2L.

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“…Good governance-this includes independence in decision makings and actions to ensure quality standards requirements. This is to develop a culture A Comparative Study of Nigeria, Malaysia and UK of ownership, participation and responsiveness where all staff understand their collective responsibility for quality processes and outcomes Thus, most of the research on the TVET quality assurance framework according to [52], [54] and [53] has stressed quality assurance improvement through the guidance of a framework to achieve the desired technological development and to meet the market demands that will lead to socio-economic development. Table 6: below as indicated by the researchers' response on the quality assurance framework in TVET informed approaches for best practices in TVET for skills and knowledge required for labour market demands.…”

Section: How Can Current Tvet Quality Assurancementioning

confidence: 99%

“…However, the quality assurance framework according to [52], [54] and [53] has standard components appropriate and adequate for continuous quality improvement to deliver relevant skills, knowledge and competencies. And it also provides confidence in employers of labour, and industries in terms of skills, knowledge and competency.…”

Section: How Can Current Tvet Quality Assurancementioning

confidence: 99%

Quality Assurance Framework in Technical and Vocational Education and Training: A Comparative Study of Nigeria, Malaysia and UK

John¹,

Yusri²

2021

ujer

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This study aims to compare the technical vocational education and training quality assurance framework of Nigeria, Malaysia and the United Kingdom. The study adopted a qualitative method document analysis to elicit information to compare quality assurance frameworks of Nigeria, Malaysia and the United Kingdom in the context of the technical vocational education and training systems. The study revealed current practices of quality assurance frameworks of Nigeria, Malaysia and the United Kingdom. The framework's emphasis on appropriately skilled workforce needed for socio-economic development and sets a benchmark for consistency to promote trust. The study also revealed similarities as a commitment to evidence-based decision making for continuous quality improvement while the difference in quality assurance frameworks of Nigeria and Malaysia is revealed based on the government-led approach and the United Kingdom operates based on a unitary approach. The study also revealed suitable quality assurance framework components as follows: integrated planning, integrated reviewing and management. This study discussed reforms needed of quality assurance framework in technical vocational education and training system and suggested that Nigerian government needed to encourage her technical vocational education and training system for the desired objectives through quality assurance framework.

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A framework for classroom assessment, learning, and self-regulation

Cited by 38 publications

References 42 publications

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

Gender Differences in Self-Regulated Online Learning During the COVID-19 Lockdown

Learning to learn and assessment: Complementary concepts or different worlds?

Quality Assurance Framework in Technical and Vocational Education and Training: A Comparative Study of Nigeria, Malaysia and UK

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