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.

摘要

我们提供来自较大规模纵向研究的数据，重点是研究人员和教师的协作设计以及学习评估（AfL）的实施，包括学生的自我评估，以在课堂写作活动中支持自我调节学习（SRL）。我们重点研究3年级时的学生（N = 112），该研究使用了混合方法三角剖分法。数据包括：对教室的详细描述，相对重视和不重视SRL；学生对SRL的自我评估；以及师生共同编写的写作任务中学生的写作过程和产品。入读具有SRL重点的教室的学生有更多的机会和对SRL和A f的支持因此，L和课堂上的同龄人相比，对SRL的重视程度较低，他们表现出更完善的自我评估以及更高的兴趣和任务价值。而且，这些学习者在写作任务和高质量写作产品中表现出更高的自我调节水平。讨论了对研究和实践的意义。