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ERIC Number: EJ1052143
Record Type: Journal
Publication Date: 2015-Mar
Pages: 14
Abstractor: As Provided
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-0007-0998
The Relation between Assessment for Learning and Elementary Students' Cognitive and Metacognitive Strategy Use
Baas, Diana; Castelijns, Jos; Vermeulen, Marjan; Martens, Rob; Segers, Mien
British Journal of Educational Psychology, v85 n1 p33-46 Mar 2015
Background: Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce. Aim: This study investigates the relation between AfL and elementary school students' use of cognitive and metacognitive strategies. Sample: The sample comprised 528 grade four to six students (9-to 12-year-olds) from seven Dutch elementary schools. Methods: Students' perceptions of AfL and their cognitive and metacognitive strategy use were measured by means of questionnaires. Structural equation modelling was used to investigate the relations among the variables. Results: The results reveal that monitoring activities that provide students an understanding of where they are in their learning process predict Students' task orientation and planning. Scaffolding activities that support students in taking the next step in their learning are positively related to the use of both surface and deep-level learning strategies and the extent to which they evaluate their learning process after performing tasks. Conclusions: The results underline the importance of assessment practices in ceding responsibility to students in taking control of their own learning.
Wiley-Blackwell. 350 Main Street, Malden, MA 02148. Tel: 800-835-6770; Tel: 781-388-8598; Fax: 781-388-8232; e-mail: cs-journals@wiley.com; Web site: http://www.wiley.com/WileyCDA
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 5; Middle Schools; Grade 6
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Netherlands