College Students' Study Strategies as a Function of Testing: An Investigation into Metacognitive Self-Regulation

Ross, M. Elizabeth; Green, Samuel B.; Salisbury-Glennon, Jill D.; Tollefson, Nona

doi:10.1007/s10755-005-9004-2

Cited by 58 publications

(38 citation statements)

References 30 publications

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“…Much less literature addresses the mechanism of this impact; most of this is fragmented (reviewed in 16 ). There have been few attempts to propose theoretical models to explain how pre‐assessment learning effects come about 12,17–21 . However, none of these models has been validated.…”

Section: Introductionmentioning

confidence: 99%

Modelling the pre‐assessment learning effects of assessment: evidence in the validity chain

Cilliers

Vleuten

2012

Medical Education

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OBJECTIVESWe previously developed a model of the pre-assessment learning effects of consequential assessment and started to validate it. The model comprises assessment factors, mechanism factors and learning effects. The purpose of this study was to continue the validation process. For stringency, we focused on a subset of assessment factor–learning effect associations that featured least commonly in a baseline qualitative study. Our aims were to determine whether these uncommon associations were operational in a broader but similar population to that in which the model was initially derived.METHODSA cross-sectional survey of 361 senior medical students at one medical school was undertaken using a purpose-made questionnaire based on a grounded theory and comprising pairs of written situational tests. In each pair, the manifestation of an assessment factor was varied. The frequencies at which learning effects were selected were compared for each item pair, using an adjusted alpha to assign significance. The frequencies at which mechanism factors were selected were calculated.RESULTSThere were significant differences in the learning effect selected between the two scenarios of an item pair for 13 of this subset of 21 uncommon associations, even when a p-value of < 0.00625 was considered to indicate significance. Three mechanism factors were operational in most scenarios: agency; response efficacy, and response value.CONCLUSIONSFor a subset of uncommon associations in the model, the role of most assessment factor–learning effect associations and the mechanism factors involved were supported in a broader but similar population to that in which the model was derived. Although model validation is an ongoing process, these results move the model one step closer to the stage of usefully informing interventions. Results illustrate how factors not typically included in studies of the learning effects of assessment could confound the results of interventions aimed at using assessment to influence learning.Discuss ideas arising from this article at ‘http://www.mededuc.com discuss’

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Section: Introductionmentioning

confidence: 99%

Modelling the pre‐assessment learning effects of assessment: evidence in the validity chain

Cilliers

Vleuten

2012

Medical Education

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“…Araştırmacılar, öğretmenlerin üstbilişsel farkındalık ve becerilerini geliştirmek için, kayıt tutma, yansıtıcı düşünme, problem temelli öğrenme, hedef koyma, işbirlikçi çalışma grupları oluşturma, öz değerlendirme gibi pek çok teknik ve stratejiler belirlemişlerdir (Akın ve Abacı, 2001;Case ve Gunstone, 2002;De Backer, Keer ve Valcke, 2012;Papinczak, Young, Grooves ve Haynes, 2008;Ross, Green, Salisbury-Glennon & Tollefson, 2006;Simons, 1994;Zimmerman, 1989). 233 Simons (1994), yükseköğretimde öğretmenlerin üstbilişsel gelişimlerini desteklemeye yönelik ilkeler önermiştir.…”

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Özel Eğitim Öğretmen Adaylarının Üstbiliş Farkındalıklarının Tespiti

Aykut¹,

Karasu²,

Kaplan³

2016

Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi

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ÖzGenel olarak öğretmen yetiştirme alanında ve özelde özel eğitim alanında son yıllarda değişiklikler gerçekleşmesi zorunlu hale gelmektedir. Yeni tip öğretmen tartışması altında yetişecek öğretmenlerin sergilemeleri gereken özellikler konusunda öğretmenlerin yeni durumlar karşısında kendilerini geliştirmeye dönük özelliklere sahip, değişkenlere göre kararlarını düzenleyebilen ve performansıyla ilgili değerlendirmeler yapabilen öğretmenler olmaları beklenmektedir. Bu nedenle öğretmen adaylarının gelişmiş üstbiliş becerilerine ihtiyaç duyacakları tartışması yükselmektedir. Bu çalışmada özel eğitim bölümlerinde eğitim almakta olan öğretmen adaylarının üstbiliş farkındalıklarının tespiti hedeflenmiştir. Ayrıca üstbilişsel farkındalık ile akademik başarı arasındaki ilişki ve diğer değişkenlere göre gruplar arası farklılıkların tespiti hedeflenmiştir. Çalışmanın sonucunda özel eğitim bölümü öğrencilerinin akademik not ortamaları ile üstbiliş farkındalıkları arasında eksi yönde bir ilişki tespit edilmiştir ki bu da incelenmesi gereken bir duruma neden olmaktadır. Ayrıca sınıf düzeyleri, not ortalaması ve mezun olunan lise bakımından grup farklılaşması tespit edilmiştir.

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“…In the existing literature, scholars have consistently shown that SRL helps high achievers reach their potential (Risemberg and Zimmerman 1992) and makes a difference between failure and success for low achievers (Borkowski and Thorpe 1994). In addition, Ross et al (2006) and Zimmerman (1986) also express that the research demonstrates that SRL is a significant predictor of achievement based on college students' assignment to developmental/remedial or regular college admission (Ley and Young 1998) and grade point average (Van Zile-Tamsen and Livingston 1999).…”

Section: Self-regulated Learningmentioning

confidence: 99%

An effective online teaching method: the combination of collaborative learning with initiation and self-regulation learning with feedback

Tsai

2013

Behaviour & Information Technology

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In modern business environments, work and tasks have become more complex and require more interdisciplinary skills to complete, including collaborative and computing skills for website design. However, the computing education in Taiwan can hardly be recognised as effective in developing and transforming students into competitive employees. In this regard, the author adopted collaborative learning (CL) with initiation and self-regulated learning (SRL) with feedback to develop students' collaborative skills and regular learning habits and further contribute to practical computing skills for website design. This study comprised an experiment that included 279 second-year university students from five class sections, including four experimental groups (CISF group, n ¼ 57; CIS group, n ¼ 53; CI group, n ¼ 68; C group, n ¼ 68), and a control group (T group, n ¼ 33). The results reveal that students who received the combined treatment of online CL with initiation and SRL with feedback attained the best grades for their computing skills for website design among the five groups. The author further discusses the implications for teachers, schools and educators who plan to design practical scenarios and online learning activities for their students.

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College Students' Study Strategies as a Function of Testing: An Investigation into Metacognitive Self-Regulation

Cited by 58 publications

References 30 publications

Modelling the pre‐assessment learning effects of assessment: evidence in the validity chain

Modelling the pre‐assessment learning effects of assessment: evidence in the validity chain

Özel Eğitim Öğretmen Adaylarının Üstbiliş Farkındalıklarının Tespiti

An effective online teaching method: the combination of collaborative learning with initiation and self-regulation learning with feedback

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