Utility of a self-regulated learning microanalysis for assessing learning during professional development

A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions

“…Across these studies, evidence exists to support claims about content validity, predictive and concurrent validity, convergent validity, and consequential validity of scores generated by SRL microanalysis. When considering that SREP is an assessment-to-intervention program, it is noteworthy that SRL microanalysis has also been used as a formative assessment and intervention tool with various groups, such as high school teachers as part of professional development (PD) experiences (Peters-Burton et al, 2022), middle school and high school students during test reflection activities (Cleary et al, 2017), and college-level musicians as they self-directed musical instrument practice sessions (McPherson et al, 2017;Osborne et al, 2020). Cleary et al's (2021) systematic review also showed that SRL microanalysis has been used extensively across common academic (e.g., reading comprehension, writing, math problem solving, studying, developing science lessons) and nonacademic tasks (e.g., basketball shooting, venipuncture, practicing a musical instrument).…”

“…Interestingly, some researchers have begun using SRL assessments, such as SRL microanalysis, as instructional and formative assessment tools during PD programming. These assessments have been used to help teachers become more self-aware, goal-directed, and strategic in their teaching (Peters-Burton et al, 2022). The use of SRL microanalysis, other SRL assessments (e.g., think-aloud protocols), and alternative instructional approaches (e.g., videos of class teaching and/or student learning) offers much potential for PD programs involving school psychologists and other school personnel.…”

“…On a different level, we recommend that researchers and/or SRL experts provide school psychologists PD experiences or other supports regarding SRL assessments. Over the past few decades, there has been an upsurge of SRL PD programs designed to enhance the knowledge and application of SRL principles and practices among school‐based personnel (Darling‐Hammond et al, 2017; Kramarski et al, 2013; Peters‐Burton et al, 2022). More broadly, a recent report was published regarding the key features of PD initiatives that produce the most desirable effects on learning (Darling‐Hammond et al, 2017).…”

“…Specifically in academic contexts, SRL processes (e.g., goal setting, planning, strategy use, self‐evaluation) have been linked with numerous academic and performance outcomes and have served as key components of empirically supported academic interventions (Dignath et al, 2008; Graham et al, 2005; Schunk & Greene, 2018). Despite increased interest in SRL, there is evidence that school psychologists and other school‐based practitioners or educators do not routinely assess this process, nor do they possess the confidence or skills to develop and implement individualized intervention programs targeting student SRL (Cleary et al, 2010; Kramarski et al, 2013; Peters‐Burton et al, 2022). A key objective of this paper is to provide an overview of an expanded and updated SRL assessment‐to‐intervention framework, Self‐Regulation Empowerment Program (SREP), that practitioners can use as part of their professional assessment activities (Cleary & Zimmerman, 2004).…”

Análisis Argumentativo y Auto-regulación de Aprendizaje en estudiantes universitarios del ámbito educativo

“…Sólo en las últimas décadas ha surgido un creciente campo investigativo sobre el análisis de las discusiones dirigidas a la construcción del conocimiento disciplinario, enfatizando las acciones epistémicas y reflexivas que envuelven las interacciones argumentativas. Se evidencian aportes significativos en el diseño y evaluación de intervenciones educativas para mejorar la competencia argumentativa de los estudiantes, incorporando el modelo de aprendizaje autoregulado (Peters-Burton, Goffena y Stehle, 2022;Iordanou, 2022;Wise y Hsiao, 2019;Hoffmann, 2018), por ejemplo, intervenciones basadas en la entrega de soporte explicito para la adquisición de estrategias como la activación de conocimientos previos, la discusión y el uso de estrategias de modelado, lo que han impactado positivamente sobre la calidad de los argumentos escritos de los estudiantes (Leins, Cuenca-Carlino, Kiuhara y Thompson, 2017;Roohani y Asiabani, 2015;Song y Ferretti, 2013).…”