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What Teachers Know and Do About Assessing Students’ Self-Regulated Learning


by Tova Michalsky — 2017

To foster their students’ self-regulated learning (SRL), teachers’ lesson goals should include not only SRL teaching but also assessment of students’ SRL behaviors/processes to verify whether teachers achieved their goals. This article presents a study that sought to examine teachers’ knowledge about SRL assessment, actual assessment of SRL in their classrooms, and the predictive value of teachers’ knowledge on their behavior. High school teachers in Israel (N = 236) completed self-report questionnaires on knowledge and behavior for implementing SRL assessment in their classrooms. Results indicated that teachers knew more about offline assessment of SRL aptitude than about online or offline assessments of SRL events. Not all SRL assessment methods were well known to all teachers. Furthermore, teachers’ knowledge differed from their self-reported behavior in assessing their students’ SRL. Findings indicated how teacher education could support teachers to learn how to assess SRL effectively, in line with clear recommendations in the empirical literature regarding the value of assessment alongside curriculum and pedagogy.


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Cite This Article as: Teachers College Record Volume 119 Number 13, 2017, p. -
http://www.tcrecord.org ID Number: 21914, Date Accessed: 10/21/2017 3:46:27 PM

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About the Author
  • Tova Michalsky
    Bar-Ilan University
    E-mail Author
    TOVA MICHALSKY, PhD, is a senior lecturer serving as head of the Learning and Teaching Sciences Department in the School of Education at Bar-Ilan University in Israel. Her work combines several interrelated academic fields, where she draws on her expertise as an educational researcher and her extensive professional experience in teacher education. She developed the innovative PfS method for evolving pedagogical frameworks to develop preservice teachers’ Professional vision (PV) for Self-regulated learning (SRL) during participation in a preservice academic course entitled “SRL Teaching and Learning Methods.” During their university course, preservice teachers receive explicit PV scaffolding—pop-up prompts clearly indicating both when and what to notice and reason about—while analyzing SRL-teaching events from video cases of expert teachers. Vignettes depict both direct SRL-teaching (explicit and implicit strategy instruction) and indirect SRL-teaching (powerful learning environments). Many websites have been developed in Israel based on the PfS method for teacher education. Moreover, she collaborated with various countries in designing PfS-based teacher education curricula and was awarded second prize in the 2015 USA Competition for Entrepreneurship and Innovation in Teacher Education. Relevant publications: Michalsky, T. (in press). Promoting pre-service teachers’ capacity to teach self-regulated learning through analysis of both teachers’ and students’ behavior. Computers and Education; and Michalsky, T. (2014). Developing the SRL-PV assessment scheme: Preservice teachers’ professional vision for teaching self-regulated learning. Studies in Educational Evaluation, 43, 214–229.
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