What Teachers Know and Do About Assessing Studentsí Self-Regulated Learning
by Tova Michalsky ó 2017
To foster their studentsí self-regulated learning (SRL), teachersí lesson goals should include not only SRL teaching but also assessment of studentsí SRL behaviors/processes to verify whether teachers achieved their goals. This article presents a study that sought to examine teachersí knowledge about SRL assessment, actual assessment of SRL in their classrooms, and the predictive value of teachersí 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, teachersí knowledge differed from their self-reported behavior in assessing their studentsí 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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