Collaborating with Teachers to Design and Implement Assessments for Self-Regulated Learning in the Context of Authentic Classroom Writing Tasks

Autor/inn/en	Perry, Nancy E.; Lisaingo, Simon; Yee, Nikki; Parent, Natasha; Wan, Xinke; Muis, Krista
Titel	Collaborating with Teachers to Design and Implement Assessments for Self-Regulated Learning in the Context of Authentic Classroom Writing Tasks
Quelle	In: Assessment in Education: Principles, Policy & Practice, 27 (2020) 4, S.416-443 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Perry, Nancy E.) ORCID (Lisaingo, Simon) ORCID (Yee, Nikki) ORCID (Parent, Natasha) ORCID (Wan, Xinke) ORCID (Muis, Krista)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2020.1801576
Schlagwörter	Formative Evaluation; Student Evaluation; Self Evaluation (Individuals); Learning Strategies; Grade 3; Elementary School Students; Elementary School Teachers; Researchers; Educational Cooperation; Writing (Composition); Self Management; Foreign Countries; Canada + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Learning methode; Learning techniques; Lernmethode; Lernstrategie; School year 03; 3. Schuljahr; Schuljahr 03; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Researcher; Forscher; Education; cooperation; Kooperation; Schreibübung; Selbstmanagement; Ausland; Kanada
Abstract	We present data from a larger longitudinal study, focusing on researchers' and teachers' collaborative design and implementation of assessments for learning (AfL), including student self-assessments, to support self-regulated learning (SRL) during classroom writing activities. We focus on students (N = 112) when they were in Grade 3. The study used a mixed method triangulation approach. Data include: detailed descriptions of classrooms with relatively high and low emphasis on SRL; students' self-assessments of SRL; and students' writing processes and products from a teacher-researcher co-constructed writing task. Students enrolled in classrooms with high emphases on SRL had more opportunities and support for SRL and AfL and, consequently, demonstrated more sophisticated self-assessments and higher levels of interest and task value than their peers in classrooms with low emphasis on SRL. Also, these learners demonstrated higher levels of self-regulation in writing tasks and higher quality writing products. Implications for research and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01