Literaturnachweis - Detailanzeige
Autor/inn/en | Braund, Heather; DeLuca, Christopher |
---|---|
Titel | Elementary Students as Active Agents in Their Learning: An Empirical Study of the Connections between Assessment Practices and Student Metacognition |
Quelle | In: Australian Educational Researcher, 45 (2018) 1, S.65-85 (21 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Zusatzinformation | ORCID (Braund, Heather) |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 0311-6999 |
DOI | 10.1007/s13384-018-0265-z |
Schlagwörter | Metacognition; Elementary School Students; Feedback (Response); Student Attitudes; Formative Evaluation; Semi Structured Interviews; Foreign Countries; Learning Processes; Self Evaluation (Individuals); Learning Strategies; Canada |
Abstract | This study explored how elementary teachers leveraged and structured student-involved formative assessment to promote metacognition and self-regulation. Research has suggested a connection between formative assessment practices (e.g., self-assessment and peer-assessment) and metacognition. However, this connection has limited empirical support, especially within early elementary contexts (i.e. Grades K-4). In this study, 44 Ontario elementary teachers completed a survey reporting their teaching and assessment practices and beliefs about metacognition. Five participants were then purposefully selected for semi-structured interviews to describe their experiences developing students' metacognition and self-regulatory capabilities through student-involved assessment processes. Data were inductively and thematically analysed. Participants emphasized the value of "assessment as learning" practices (e.g., self-assessment and reflective thinking) to develop students' metacognition and discussed the need for ongoing student feedback regarding metacognitive strategies. However, despite purposefully implementing formative assessment to enhance metacognition and self-regulation, participants articulated the need for additional resources to support the cultural shift towards assessment "for" and "as" learning within their classrooms. (As Provided). |
Anmerkungen | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |