Elementary Students as Active Agents in Their Learning: An Empirical Study of the Connections between Assessment Practices and Student Metacognition

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 Verfügbarkeit
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 + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schülerverhalten; Ausland; Learning process; Lernprozess; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Kanada
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