Developing and AssessingSelf-regulated Learning

Dr. Carlo MagnoProfessor of Educational Psychology

De La Salle University, Manila

Information Processing for Learning

INPUT OUTPUTPROCESSING

PretestAptitude

Expectationsimpressions

PosttestAchievement

Diagnostic???

The Case of JP

JP is a high school student who often gets low grades. He doesn’t seem to be bothered in failing quizzes. He does not submit assignments, projects, and other requirements unless the teacher forces him to. He doesn’t listen during class sessions, do not participate in class, and do not make drills and assignments. He doesn’t believe that the school will help him develop his potentials.

The Case of Sheena

Sheena listens every time the class is discussing, she takes down notes, and summarizes the things she learned at the end of her classes. She make sure that she reads the necessary materials the teachers assigns. She comes to school prepared with complete assignments. She is punctual in submitting her projects. She recites and diligently answers exercises and drills conducted in class.

Analysis

What is the difference between JP and Sheena?Who would you want as a student? Why?How can you help JP?

Problems of students in class:

Miss assignmentsInattentive during lecturesVolatile during class activitiesFails to recall instructions taught in the classroomFails in examsSubmits poor work Not submitting any work

at all!

Characteristics of Self-regulated Learners (SRL)

Independent learnersAbility to control their learningFocused in their studiesPlans and studies in advance to prepare for tests, quizzes, exams etc.Uses effective strategies to recall instruction and informationHave superior motivation Have adaptive learning methodsViews their future optimistically

Self-regulation

Defined by Zimmerman (2005) as “self-generated thoughts, feelings, and actions that are planned and cyclically adapted to the attainment of personal goals” (p. 14).“a self-directive process by which learners transform their mental abilities into academic skills” (p. 65).

Components of SRL(a) Setting specific proximal goals for oneself(b) Adopting powerful strategies for attaining the goals (c) Monitoring one's performance selectively for signs of progress (d) Restructuring one's physical and social context to make it compatible with one's goals (e) Managing one's time use efficiently (f) Self-evaluating one's methods (g) Attributing causation to results(h) Adapting future methods

Outcomes of SRL (1)

Self-regulated learners turn out to perform well in school related tasks Learners who self-regulate have increased self –efficacy or beliefs in one’s ability to execute actions (see Bandura & Schunk, 1981; Schunk, 1981; Schunk, 1983; 1984).Self-regulated learners are more motivated (see Fiske & Taylor, 1991; Corno & Mandinach, 1983)

Outcomes of SRL (2)

Specifically, for the Filipino adolescent, students’ who see the consequence of their actions and those who structure their environment for study showed to be more mastery oriented (developing competency and gaining understanding) (see Magno & Lajom, 2008). In a developmental perspective, all components of self-regulation increased from high school to college students (Magno & Lajom, 2008).

Models of Self-regulation

Social-cognitive theory (Bandura, 1986)Phases of Self-regulation (Zimmerman, 2002)Self-regulation as a feedback loop (Craver & Scheir, 2005)Personality systems perspectiveMetacognition, motivation, and strategy (Winne, 1995; 1997)

Social-Cognitive theory

Personal

BehavioralEnvironme

nt

Phases of Self-regulation

Forethought phaseAnalysis of Task Planning Setting goalsself-monitored beliefs: intrinsic interest, and goal orientations

Performance phaseself-control:

establishing self-instruction,

imagery, attention focusing, and

strategiesself-observation: self-recording and

self-experimentation

Self-reflection phaseself-evaluation and causal attribution

Feedback loop

GoalStandardreference

Performance

Personality SystemsActivation

self-determination, disengagement,

initiative, and persistence

Inhibitionanxiety, worry,

thought suppression, and fear of negative

evaluation

Self-regulation

+

-

Activation & Inhibition model

Inhibitionanxiety, worry,

thought suppression, and fear of negative

evaluation

Self-regulation

(-) If activation is low

Inhibitionanxiety, worry,

thought suppression, and fear of negative

evaluation

Self-regulation

No effect If activation is high

self-regulation as composed of metacognition, intrinsic motivation, and

strategy use

Tasks and cognitive

conditions

Assess Environment

setting goals and planning

Enacting tacticsproduct

How to train students to be SR?

Self-regulated learning can be taught to students

Why Assess Self-regulated Learning in Schools?

Most schools base major decisions and classroom interventions on results of achievement, aptitude, and diagnostic tests that are based on ability of students. Most assessment of learning is focused as an outcome and not as a process. Most of the assessment is focused on ability as a construct and not on certain cognitive and strategic processes of students thinking.

Protocols in Assessing SRL

QuestionnairesStructured interviewTeacher judgmentThink aloud techniquesError detection tasksObservation of performance

QuestionnairesSelf-regulation questionnaires are composed of a set of a sample items that are responded numerically. The items are classified under certain factors of self-regulation. A score is derived per factors and interpreted whether it is above or below norms. Examples:

Learning and Study Strategies Inventory (LASSI) (Weinstein, 1987), Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich, Smith, Garcia, & McKeachie, 1991), Metacognitive Strategies Inventory (MAI) (Scraw & Dennison, 1994)

The Academic Self-regulated Learning Scale (A-SRL-S)

seven subscales: Memory strategy, goal-setting, self-evaluation, seeking assistance, environmental structuring, responsibility, and organizing. confirmed in a measurement model with good fit (RMR=.02, GFI=.94, CFI=.91)Convergent validity was also established where all factors increase with each otherThe items also showed adequate fit using the one-parameter Rasch model with acceptable item characteristic curves (ICC’s).

A-SRL-SSubscales M Varian

ceCronba

ch’s Alpha

No. of

items

CFA Standardi

zed Paramete

r estimate

Person Reliabi

lity

Item Reliabi

lity

Memory Strategy 2.53 .81 .82 14 .70*** .76 .99

Goal-setting 2.73 .99 .87 5 .54*** .42 .80

Self-evaluation 2.84 .70 .84 12 .69*** .80 .84

Seeking assistance 3.12 .68 .74 8 .62*** .30 .97

Environmental structuring

2.82 .94 .73 5 .51*** .34 .95

Responsibility 2.95 .69 .75 5 .68*** .27 .97

Organizing 3.26 .69 .78 6 .65*** .71 .77

Convergent Validity of the Subscales of the A-SRL-S

(1) (2) (3) (4) (5) (6) (7)(1)

Goal-setting ---(2)

Memory Strategy 0.52*** ---(3)

Self-evaluation 0.32***0.55*** ---

(4)

Seeking Assistance 0.27***0.39*** 0.49*** ---

(5)

Environmental Structuring 0.25***

0.27*** 0.35***

0.31*** ---

(6)

Responsibility 0.28***0.43*** 0.48***

0.44***

0.41*** ---

(7)

Organizing 0.42***0.43*** 0.35***

0.41***

0.38***

0.51*** ---

advantage of using questionnaires

economical way of administration, scoring, and interpretationconsistency in the instructions given for respondents and control for the testing conditionsScores can be obtained by computing for means on the certain factors. The numerical scores are easily interpreted by constructing norms for groups of standards for interpreting scores.

Structured Interview

Oral/Verbal reports are solicited from students.Self-regulated Learning Interview Schedule (SRLIS) composed of 14 self-regulation strategies under six different learning contexts.

Adapted SRLIS for Filipino College Students

Self-regulation Component

Prompt

Rehearsing and memorizing

Assume your teacher is discussing with your class the history of the Philippine revolution. Your teacher says that you will be tested on the topic the next day. What method do you use to help you learn and remember the information being discussed?

Organizing and transforming

Assume your teacher asked your class to write a short paper on a topic on the history of the organization in school that you belong to. Your score on this paper will affect your course card grade. In such cases, what method in particular will help you plan and write your paper?

Seeking information Teachers usually expect much accuracy with students’ math home work. Many of these assignments must be completed without the help of the teacher. What particular method do you use when you don’t understand a math problem when you’re already at home?

Self-evaluation When completing homework assignments such as science reports or English grammar exercises, what method do you use in particular for checking your work after it is finished?

Adapted SRLIS for Filipino College Students

Goal-setting and planning

Most teachers give important tests at the end of the semester/term, and these tests greatly affect course grades. What particular method do you use for preparing for these tests?

Keeping records and monitoring

When taking a test in school, what particular method do you use for obtaining as many correct answers as possible?

Self-consequencing Many times students have difficulty completing homework assignments because there are other more interesting things they would rather do, such as watching TV, daydreaming, or talking to friends. What particular method do you use to motivate yourself to complete your homework under these circumstances?

Environmental structuring

Some students find it easier if they can arrange the place where they study. What particular method do you use for arranging the place where you study?

Teacher Judgments

A version of the SRLIS that is used by teaches to assess their students self-regulation strategies12 items were produced that indicate students self-regulated learning strategies that is readily observable by teachers. Students were rated by the teacher for each item using a five-point scale ranging from never (1) to always (5).

Advantages

Teacher’s judgment about students’ self-regulation strategies can be very accurate if they are trained to be observant of students’ behavior. Teachers can look at several situations where self-regulation can occur such as during drills, seat works, group works, tests, recitations, and even during class discussion.

Think aloud techniquesStudents report their thoughts and cognitive processes while performing a task (Erricson, 2006)1. Why do you think it is correct?2. It is easy for you? Why?3. What made it difficult?4. Do you think you can solve it using another technique?5. How accurate are you with your answer?6. Is it easy to work with others or better if alone?

Advantages

Think aloud does not limit students of their response on a task. The teacher can detect multiple signs of self-regulation strategies the students are engaging in. This can help teachers by creating tasks that would enrich students to develop further their self-regulation skills.

Error Detection TasksError detection tasks are created to assess students’ ability to monitor their performance and evaluate the material exposed to. The ability to detect errors is a means that a student can exercise metacognitive control because they should have the ability to correct errors after identifying them. Error detection can be done by providing an evaluation of errors conducted. Another technique is by underlining specific spots where the error occurred.

Error Detection Tasks

The ability to detect errors is a sign that students have mastered the lesson and have developed evaluation and monitoring skills.

Trace Methodologies

Traces are observable indicators about cognition that students create as they engage with a task (Winne, 1982). Traces of student self-regulation can be assessed by looking at their underlines on texts, highlights on particular information in a text, write notes in the margin of reading materials, and writes mnemonic devises on the text.

Trace Methodologies

Isolating information from the rest of the material that they see as important. Cues for students to easily locate and remember needed information. Notes on the margin provide students the needed cue to easily comprehend their method of studying the material. Some notes may also signal specific strategies they use to remember important points of the material.

Observation of performance

The teacher can create specific classroom scenarios and activities that tap self-regulation. During these tasks the teacher notes students’ behavior that may indicate self-regulation. Some students are asked how they arrived with their answer, what technique did they use to remember information easily, what strategy was used to understand the problem.

How do you make SRL work?

“Self-regulation needs effort, will, choice, and desire in order to make it effective and valuable.”