Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving

Baars, Martine; Vink, Sigrid; Gog, Tamara van; Bruin, Anique B. H. de; Paas, Fred

doi:10.1016/j.learninstruc.2014.04.004

Cited by 83 publications

(75 citation statements)

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“…As an example of validating student perceptions with tested performance, consider research into memory of learning, known as BJudgment Of Learning^(JOL) (Nelson and Dunlosky 1991;Dunlosky and Nelson 1994;Meeter and Nelson 2003;Thiede and Dunlosky 1999). JOL research is able to validate in experimental laboratory studies the accuracy of student predictions of how well they will do on a memory test of paired-word associations by the learner's actual performance on the test (i.e., prospective monitoring of future performance in contrast to retrospective monitoring of previous performance which is more correctly SSA; Baars et al 2014), providing an objective measure of the accuracy of a relatively simple form of self-assessment (i.e., How many will you get right? Which of these will you get right?…”

Section: Implications For Researchmentioning

confidence: 99%

“…Student self-assessment (SSA) most generally involves a wide variety of mechanisms and techniques through which students describe (i.e., assess) and possibly assign merit or worth to (i.e., evaluate) the qualities of their own learning processes and products. This involves retrospective monitoring of previous performance (Baars et al 2014) and reporting, hopefully truthfully, the quality of work completed. The purpose of this manuscript is to review what it is known and unknown about student self-assessment (SSA) after decades of research and, based on such evidence, highlight plausible lines of research that could make better known what we currently know is unknown.…”

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The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

2015

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This paper reviews current known issues in student self-assessment (SSA) and identifies five topics that need further research: (1) SSA typologies, (2) accuracy, (3) role of expertise, (4) SSA and teacher/curricular expectations, and (5) effects of SSA for different students. Five SSA typologies were identified showing that there are different conceptions on the SSA components but the field still uses SSA quite uniformly. A significant amount of research has been devoted to SSA accuracy, and there is a great deal we know about it. Factors that influence accuracy and implications for teaching are examined, with consideration that students' expertise on the task at hand might be an important prerequisite for accurate self-assessment. Additionally, the idea that SSA should also consider the students' expectations about their learning is reflected upon. Finally, we explored how SSA works for different types of students and the challenges of helping lower performers. This paper sheds light on SSA research needs to address the known unknowns in this field. Student self-assessment (SSA) most generally involves a wide variety of mechanisms and techniques through which students describe (i.e., assess) and possibly assign merit or worth to (i.e., evaluate) the qualities of their own learning processes and products. This involves retrospective monitoring of previous performance (Baars et al. 2014) and reporting, hopefully truthfully, the quality of work completed. The purpose of this manuscript is to review what it is known and unknown about student self-assessment (SSA) after decades of research and, based on such evidence, highlight plausible lines of research that could make better known what we currently know is unknown. SSA has been extensively and vigorously recommended as an appropriate approach to student involvement in formative assessment, wherever the Bassessment for learning^reform agenda has been advocated (Berry 2011; Black and Wiliam 1998). Hence, it is important for education that we have a clearer understanding of SSA.While the field of empirical studies into SSA is increasing, it seemed timely to review what has been established in SSA since so many studies seem to only be replicating, in new contexts, what we already know about SSA. Hence, the purpose of this paper is to expand upon these known and unknown issues and consider plausible directions for future research. We consider that the known unknowns, which will be established in this review, are so substantial that our recommendations are unlikely to be a roadmap with clear signposts and indicators of progress. Rather, we consider that this paper functions more as a series of lighthouses highlighting well-trodden rocky shores and pointing out more profitable directions in which SSA research should head.SSA is an important skill for at least four reasons. First, students who are trained in SSA have shown an increase in their learning and academic performance Panadero et al. 2012;Ramdass and Zimmerman 2008). Additionally, accuracy (i.e., reliable and val...

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Section: Implications For Researchmentioning

confidence: 99%

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confidence: 99%

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

2015

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“…Students usually gave the same answer to both these questions (respectively, the number of steps they believed they currently performed correctly, and the number of steps they believed they could perform correctly on a similar task on a future test). This illustrates other notions about the similarity between JOLs and performance estimates (Baars et al 2014). Therefore, JOLs might either be removed from the SRLTS model, or broadened by asking students about their expected future performance on a series of tasks as an additional measure next to the single-task performance estimates.…”

Section: Discussionmentioning

confidence: 93%

“…These measures are qualified as retrospective monitoring. JOLs are estimates of future performance, and are qualified as prospective monitoring (Baars, Vink, Van Gog et al 2014). Together, these three assessment measures represent different elements of the learning process, they are all task-specific measures, and they are all aimed at providing input for future improvements.…”

Section: The Self-regulated Learning-task Selection (Srlts) Modelmentioning

confidence: 99%

Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning-task selection

et al. 2018

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Self-assessment and task selection are important self-regulated learning skills for secondary school students. More specifically, selecting new tasks based on selfassessments is very important for them, because teachers are not always present or able to select tasks for them individually. However, little is known about the processes underlying these self-regulated learning skills, and thus no guidelines exist for teaching self-assessment and the selection of subsequent learning-tasks. We propose a model for self-regulated learning-task selection (SRLTS) which represents a possible pathway for the task-selection process, and which students could use as a norm when making task selections. The model could help students to decide what possible new tasks might be suitable for their current skill level, based on self-assessments. The aim of this study is to evaluate to what extent secondary school students select learning tasks according to this model, and whether they use self-assessments to this end. Secondary school students (N = 15) selected learning tasks in the domain of genetics from a structured task database. The tasks varied in difficulty and amount of support provided (i.e., completion problems vs. traditional problems). We used eye tracking, performance estimates, estimates of mental effort, judgments of learning, and open questions to gain more insight in what students focus on and think about when selecting a task. Results suggest that students roughly follow the SRLTS model, but they base their decisions on inaccurate self-assessments. This implies that students might benefit from self-assessment and task-selection advice, which could provide feedback on self-assessments and stimulate students to use self-assessment information as input for task selection in the way the model prescribes to optimize their learning.

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“…realización y de autorreflexión. Como es lógico, en este ciclo, la autoevaluación (Alonso y Panadero, 2010;Baas, Castelijns, Vermeulen, Martens y Seger, 2015;Baars, Vink, van Gog, de Bruin, y Paas, 2014;Hattie, 2013;Panadero y Alonso, 2013;Panadero y Jonsson, 2013) y la gestión de los errores por parte de los estudiantes, puede ser de gran importancia ya que, cuando se comete un error, sería deseable que se desencadenase un procedimiento que permitiese al estudiante encontrar las causas de lo que está sucediendo y solventar la situación. Por tanto, el aprendiz se prepararía para detectar sus dificultades y tratar de autorregular su aprendizaje.…”

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El uso de los errores como herramienta del aprendizaje autorregulado en estudiantes de secundaria

Zamora

Riveiro

Martinez³

2018

AULA_ABIERTA

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IntroducciónAunque tradicionalmente los errores cometidos por los estudiantes se han considerado un obstáculo para el proceso de enseñanza-aprendizaje, desde una perspectiva constructivista se revelan como un potencial impulsor del mismo (Astolfi, 1999). Cuando se acude a un enfoque sancionador para el tratamiento de los errores cometidos por los alumnos, se pierde gran parte de su potencial educativo. Sin embargo, cuando nos alejamos de este enfoque punitivo, el error puede llegar a convertirse en una herramienta más para el aprendizaje (Schank, 1997). Por tanto, el papel de los errores puede ser clave en el aprendizaje.La evaluación es tan importante en el proceso de enseñan-za-aprendizaje que condiciona no solo qué se aprende sino también cómo se aprende. Dependiendo del carácter de la misma, el error puede ejercer funciones muy diferentes. Mientras que, en el caso de la evaluación sumativa, el error presenta una connotación negativa, en el de la evaluación formativa puede constituir una oportunidad para aprender y mejorar. La evaluación formativa es fundamental a la hora de abordar la función reguladora.Tradicionalmente se le ha dado al docente la responsabilidad de regular el aprendizaje del alumnado. Sin embargo, lo verdaderamente deseable, en la idea conseguir que el alumnado ocupe un espacio central en el proceso de enseñanza-aprendizaje es que sea el propio estudiante quien regule su propio aprendizaje, con la asistencia del profesor. Esto es lo que Nunziati (1990) denomina evaluación formadora. En esta vertiente de la evaluación, la capacidad del estudiante para la detección, análisis y gestión de sus propios errores constituye un recurso esencial para el aprendizaje.A la hora de abordar esta última tarea, el constructo denominado aprendizaje autorregulado juega un papel fundamental. Según el modelo propuesto por Zimmerman (2000), el ciclo del aprendizaje autorregulado se organiza en tres etapas: previa, de El uso de los errores como herramienta del aprendizaje autorregulado en estudiantes de secundaria Ángela Zamora Menéndez(*), José Manuel Suárez Riveiro(**) y Diego Ardura(***) (*)Universidad Nacional de Educación a Distancia; (**)Universidad Internacional de la Rioja y (***)Colegio Santo Domingo de Guzmán-FESD RESUMEN Este estudio tuvo como objetivo investigar las relaciones entre la facilidad con que los estudiantes de ciencias de secundaria detectan sus errores, su precisión en la autoevaluación y las variables motivacionales y cognitivas implicadas en el proceso de autorregulación. Tanto en la variable de detección de errores como la de autoevaluación se estudió el efecto de la utilización de guiones de evaluación. En la investigación participaron un total de 151 estudiantes de secundaria. Las variables cognitivas y motivacionales se midieron empleando el cuestionario MSLQ. Los resultados indican que no existe una relación directa entre los procesos de autoevaluación y los de detección de errores. Durante estos últimos se invocan más estrategias cognitivo-motivacionales que en los primeros. El us...

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Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving

Cited by 83 publications

References 33 publications

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions

Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning-task selection

El uso de los errores como herramienta del aprendizaje autorregulado en estudiantes de secundaria

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