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The effects of assessment strategies and self-regulated learning (SRL) skills on college students' skill-based and cognitive learning outcomes and perceptions of assessment for learning.

机译：评估策略和自我调节学习（SRL）技能对大学生基于技能和认知学习的结果以及对学习评估的看法的影响。

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摘要

Research shows that involving students in assessment may help improve students' learning, engagement, and thinking skills, but it may also be a challenge for both educators and students. Few research studies have investigated the role of individual differences such as students' personalities, learning styles, self-efficacy, motivation, and self-regulation in assessment processes that involve students. This study investigated (a) the effects of instructor/teaching assistant assessment, self-assessment, peer assessment, and levels of self-regulated learning (SRL) skills on students' skill-based and cognitive learning outcomes; (b) the changes in students' perceptions of assessment for learning after the treatment sessions; (c) the effects of essay rewriting/assessment experience and levels of SRL skills on students' collaborative writing.;In this study, the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, et al., 1991) was used to measure students' SRL skills. An interactive Essay Grading & Feedback Tool was created for the purpose of providing automatic feedback, with both text and grades, to the participants in self- and peer assessment groups for their essay assessment and rewriting. Two versions of the Essay Grading and Feedback Tool were used: one generated the correctional or reinforcing feedback (labeled as I type of feedback), while the other generated didactic or suggestive feedback (labeled as D type of feedback). Subgroups in self- and peer assessment groups used the two different versions of the tool respectively, and the subgroups are referred to as SI, SD, PI, and PD. A self-reported questionnaire was used to measure the participants' perceptions of assessment for learning.;A total of 264 participants were included in the final data analysis. Factorial MANOVA was performed to test the effectiveness of assessment strategies and levels of SRL skills. No significant differences were found in student cognitive and skill-based learning outcomes when students had different assessment strategies. There was no interaction between assessment strategies and students' SRL skills. Mixed factorial ANOVA was conducted to test hypotheses about the participants' perception change after the essay rewriting/assessment process. There was a statistically significant difference in student general perceptions of assessment for learning. For participants with low MSLQ, self-assessment group (SD---self-assessment strategy with didactic/suggestive feedback) showed the biggest change in perceptions after the treatment sessions when compared with the control (TA) group. A significant main effect of assessment strategies was found in the participants' collaborative writing process. No interaction was found between the assessment strategies and SRL skills.;The findings about the assessment strategies having no significant effect on student cognitive and skill-based learning outcomes are not surprising with further reflection on the research process and some self- and peer assessment literature that investigates similar learning outcomes. This study found an overall improvement in perceptions of assessment for learning for all groups. The finding about collaborative writing indicates that from a process versus outcome perspective, the benefits of self- or peer assessment are more likely to show in processes rather than in immediate outcomes.;Limitations of the study, implications for instructional designers, and recommendations for future research are discussed.
机译：研究表明，让学生参与评估可能有助于提高学生的学习，参与和思考能力，但这对教育者和学生而言都是挑战。很少有研究研究个体差异（例如学生的性格，学习方式，自我效能，动机和自我调节）在涉及学生的评估过程中的作用。这项研究调查了（a）讲师/教学助理评估，自我评估，同伴评估以及自我调节学习（SRL）技能水平对学生基于技能和认知学习成果的影响； （b）疗程结束后学生对学习的评估观念的变化； （c）论文改写/评估经验和SRL技能水平对学生协作写作的影响;在本研究中，学习动机调查问卷（MSLQ）（Pintrich，Smith，et al。，1991）用于衡量学生的SRL技能。创建了一个交互式的作文评分和反馈工具，目的是向自我评估和同伴评估小组的参与者提供自动反馈（包括文本和成绩），以进行论文评估和重写。使用了两种版本的Essay评分和反馈工具：一个生成了纠正或强化反馈（标记为I型反馈），另一个生成了教学或暗示性反馈（标记为D型反馈）。自我评估组和对等评估组中的子组分别使用了两种不同版本的工具，这些子组分别称为SI，SD，PI和PD。自我报告的问卷用于衡量参与者对学习评估的看法。最终数据分析中总共包括264名参与者。进行阶乘MANOVA来测试评估策略和SRL技能水平的有效性。当学生使用不同的评估策略时，在学生的认知和基于技能的学习成果中没有发现显着差异。评估策略与学生的SRL技能之间没有相互作用。在论文改写/评估过程之后，进行了混合阶乘方差分析以检验关于参与者知觉改变的假设。学生对学习评估的总体看法在统计上有显着差异。对于MSLQ较低的参与者，与对照组（TA）相比，自我评估组（SD ---具有教学/建议性反馈的自我评估策略）在治疗后的知觉变化最大。在参与者的协作写作过程中发现了评估策略的重要主要作用。评估策略和SRL技能之间没有发现相互作用。;关于评估策略对学生的认知和基于技能的学习成果没有显着影响的发现不足为奇，并进一步反思了研究过程以及一些自我和同伴评估文献调查类似的学习成果。这项研究发现，所有群体的学习评估观念都得到了总体改善。关于协作写作的发现表明，从过程与结果的角度来看，自我评估或同伴评估的好处更有可能在过程中而不是在即时结果中显示出来;研究的局限性，对教学设计者的意义以及对未来的建议研究进行了讨论。

著录项

  • 作者

    Mao, Jin.;

  • 作者单位

    The Pennsylvania State University.;

  • 授予单位 The Pennsylvania State University.;
  • 学科 Education Curriculum and Instruction.
  • 学位 Ph.D.
  • 年度 2008
  • 页码 208 p.
  • 总页数 208
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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