Cultivating student skills in self-regulated learning through evaluation of task complexity

被引：9

作者：

Belski, Regina ^{[1
]}

Belski, Iouri ^{[2
]}

机构：

[1] La Trobe Univ, Dept Dietet & Human Nutr, Melbourne, Vic, Australia

[2] RMIT Univ, Sch Elect & Comp Engn, Melbourne, Vic, Australia

来源：

TEACHING IN HIGHER EDUCATION | 2014年 / 19卷 / 05期

关键词：

learning outcomes; assessment; reflection; self-regulated learning; HIGHER-EDUCATION; FORMATIVE ASSESSMENT; FEEDBACK;

D O I：

10.1080/13562517.2014.880685

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

In order to self-regulate, students need to honestly reflect on their learning and to take appropriate corrective action. A simple procedure to cultivate student skills in self-regulated learning, known as the Task Evaluation and Reflection Instrument for Student Self-Assessment (TERISSA) is discussed in this paper. TERISSA guides students through two evaluations of the complexity of a task: the first is undertaken just before solving the task and the second straight after completing the task. This study involved 63 undergraduate students and observed a statistically significant difference (p = 0.007) in performance between the students who did (6.1/10) and did not (4.1/10) use TERISSA during tutorials leading up to an assessment task.

引用

页码：459 / 469

页数：11

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