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The use of self-regulated learning in authentic assessments
Abstract
The purpose of the present thesis was to examine the relationship between selfregulated learning (SRL) and authentic assessments using a mixed method design, with sequentially quantitative and qualitative phases, to answer the research questions : 1) Was there a difference in students’ use of SRL in a conventional paper-and-pen task and an authentic assessment task? 2) What specific differences were there in the different phases of SRL (Forethought, Performance and Self- reflection)? 3) How was SRL facilitated or hindered by real life setting, school setting, student control (with respect to choice of material) and the student’s ability to self-assess? To cross-validate the findings, the study was replicated two years later with another group of participants at the same site.
Quantitative data on SRL was gathered using a self-report questionnaire I had designed based on Zimmerman’s (2002) cyclical Forethought, Performance and Self-reflection SRL model. Participants, comprising 405 secondary four students in the first study and 300 in the second, were assigned two Language Arts tasks that tapped on the same cognitive skills, except that one was a paper-and-pen task while the other was an authentic assessment task. Comparisons of the SRL scores between the two tasks, using paired sample t-tests, showed a small statistically significant difference in favour of the authentic assessment task in the form of the letter to the Forum in the first study and none in the second. Further analysis at the subscale and phase level added a more nuanced understanding of the relationship between the two phenomena.
These inferences were supported by interview data from 19 participants: 6 from the first study and 13 from the second. Their comments corroborated the literature review that real life setting, student control and ability to self-assess facilitated students’ SRL. Furthermore, the study provided a clearer picture of how these factors are linked.
This study contributes to a better understanding of two well-known phenomena: self-regulated learning and authentic assessment, and more importantly, on the relation between the two. With findings that reframe our view of both self-regulated learning and assessments, this study proposes that authentic assessments should be designed with two critical factors: choice which offers opportunities for connection to learner’s life beyond school, and timely feedback.
Quantitative data on SRL was gathered using a self-report questionnaire I had designed based on Zimmerman’s (2002) cyclical Forethought, Performance and Self-reflection SRL model. Participants, comprising 405 secondary four students in the first study and 300 in the second, were assigned two Language Arts tasks that tapped on the same cognitive skills, except that one was a paper-and-pen task while the other was an authentic assessment task. Comparisons of the SRL scores between the two tasks, using paired sample t-tests, showed a small statistically significant difference in favour of the authentic assessment task in the form of the letter to the Forum in the first study and none in the second. Further analysis at the subscale and phase level added a more nuanced understanding of the relationship between the two phenomena.
These inferences were supported by interview data from 19 participants: 6 from the first study and 13 from the second. Their comments corroborated the literature review that real life setting, student control and ability to self-assess facilitated students’ SRL. Furthermore, the study provided a clearer picture of how these factors are linked.
This study contributes to a better understanding of two well-known phenomena: self-regulated learning and authentic assessment, and more importantly, on the relation between the two. With findings that reframe our view of both self-regulated learning and assessments, this study proposes that authentic assessments should be designed with two critical factors: choice which offers opportunities for connection to learner’s life beyond school, and timely feedback.
Date Issued
2011
Call Number
LB1060 Tay
Date Submitted
2011