Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning
For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task and use this assessment for the selection of a new learning task. Evidence suggests, however, that students have difficulties with accurate self-assessment and task selection, which may explain the poor learning outcomes often found with self-regulated learning. In experiment 1, the hypothesis was investigated and confirmed that observing a human model engaging in self-assessment, task selection, or both could be effective for secondary education students' (N = 80) acquisition of self-assessment and task-selection skills. Experiment 2 investigated and confirmed the hypothesis that secondary education students' (N = 90) acquisition of self-assessment and task-selection skills, either through examples or through practice, would enhance the effectiveness of self-regulated learning. It can be concluded that self-assessment and task-selection skills indeed play an important role in self-regulated learning and that training these skills can significantly increase the amount of knowledge students can gain from self-regulated learning in which they choose their own learning tasks.
|Keywords||Example-based learning, Self-assessment, Self-regulated learning, Task selection|
|Persistent URL||dx.doi.org/10.1016/j.learninstruc.2011.08.004, hdl.handle.net/1765/66899|
|Journal||Learning and Instruction|
Kostons, D, van Gog, T.A.J.M, & Paas, G.W.C. (2012). Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning. Learning and Instruction, 22(2), 121–132. doi:10.1016/j.learninstruc.2011.08.004