Abstract

The primary purpose of this study was to systematically review the literature regarding the characteristics, use, and implementation of an emerging assessment methodology, SRL microanalysis. Forty-two studies across diverse samples, contexts, and research methodologies met inclusion criteria. The majority of studies used microanalysis to either comprehensively address all three phases of SRL (i.e., forethought, performance, or reflection) or to conduct in-depth analyses of one particular phase. Microanalysis has also been used across myriad domains (e.g., academic, athletic, clinical) and tasks (e.g., mathematics problem solving, basketball shooting, diagnostic reasoning) with samples encompassing elementary to graduate school. Although SRL microanalysis has typically been used to differentiate intervention conditions or existing groups (e.g., expert vs. novice), it has increasingly been used as a diagnostic tool to inform instructional and intervention planning. Additional information regarding the types of validity addressed in the studies are discussed, as well as implications for research and school practice.

Impact Statement

This study critically evaluates the literature regarding a contextualized assessment approach called self-regulated learning (SRL) microanalysis. Microanalysis approaches can be used to assess SRL skills in school-aged populations across myriad domains, tasks, and populations and shows promise as both a research and formative assessment tool guiding intervention planning.

摘要

本研究的主要目的是系统地回顾有关新兴评估方法SRL 微量分析的特征、使用和实施的文献. 跨不同样本、背景和研究方法的 42 项研究符合纳入标准。大多数研究使用微观分析来全面解决 SRL 的所有三个阶段（即预见、绩效或反思）或对一个特定阶段进行深入分析。微量分析也被用于无数领域（例如，学术、运动、临床）和任务（例如，数学问题解决、篮球投篮、诊断推理），样本涵盖小学到研究生。虽然 SRL 微量分析通常用于区分干预条件或现有群体（例如，专家与新手），但它越来越多地被用作诊断工具，为指导和干预计划提供信息。

影响声明

本研究批判性地评估了有关称为自我调节学习 (SRL) 微观分析的情境化评估方法的文献。微观分析方法可用于评估跨无数领域、任务和人群的学龄人群的 SRL 技能，并显示出作为指导干预计划的研究和形成性评估工具的前景。