| Title: |
Collaborating with Teachers to Design and Implement Assessments for Self-Regulated Learning in the Context of Authentic Classroom Writing Tasks |
| Language: |
English |
| Authors: |
Perry, Nancy E. (ORCID 0000-0001-6480-281X); Lisaingo, Simon (ORCID 0000-0003-4654-4874); Yee, Nikki (ORCID 0000-0002-0673-7551); Parent, Natasha (ORCID 0000-0001-9190-1776); Wan, Xinke (ORCID 0000-0001-9003-6936); Muis, Krista (ORCID 0000-0002-0305-4608) |
| Source: |
Assessment in Education: Principles, Policy & Practice. 2020 27(4):416-443. |
| Availability: |
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
28 |
| Publication Date: |
2020 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Early Childhood Education; Elementary Education; Grade 3; Primary Education |
| Descriptors: |
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 |
| Geographic Terms: |
Canada |
| DOI: |
10.1080/0969594X.2020.1801576 |
| ISSN: |
0969-594X |
| 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. |
| Abstractor: |
As Provided |
| Entry Date: |
2020 |
| Accession Number: |
EJ1268244 |
| Database: |
ERIC |