STUDENT PROGRESS SELF-ASSESSMENT (original) (raw)

The Effects of Psychosocial Learning Environment on Students' attitudes towards Mathematics

Sense Publishers. M.S. Khine (ed.), Application of Structural Equation Modeling in Educational Research and Practice, 2013

This chapter reports a study that investigated the effects of psychosocial features of learning environment on college students’ attitudes towards mathematics in the United Arab Emirates. The learning environment was assessed with two scales (Teacher Support and Involvement) from the What Is Happening In this Class? (WIHIC) questionnaire and one scale (Personal Relevance) from the Constructivist Learning Environment Survey (CLES). A sample of 352 college-level mathematics students from Abu Dhabi in the United Arab Emirates responded to the learning environment questionnaire and two student attitudes measures: Enjoyment of Mathematics Lessons and academic self-efficacy. Structural equation modeling (SEM) was used to estimate and test the hypothesized relationships of 3 learning environment factors (teacher support, involvement and personal relevance) on enjoyment of mathematics lessons and academic self-efficacy. Results supported the positive effects of 2 learning environment factors (teacher support and personal relevance) on enjoyment of mathematics lessons and academic efficacy. This study indicated that academic self-efficacy had the strongest effect on enjoyment of mathematics lessons.

Using self-assessment to maintain motivation in a dynamic classroom environment: An Exploratory Practice inquiry of one Japanese university speaking course

This paper presents a practitioner's account of the use of student self-assessment for classroom participation scores at a Japanese university, worth 30% of the overall grade for the semester. It explains how experience of teaching an EFL speaking skills course has led to the initiation and further development of this method of assessment as a way to foster greater autonomy. The purpose of expanding the learners' locus of control in this way was to help them maintain motivation. This paper presents data from 2 years of an ongoing Exploratory Practice inquiry with which the practitioner has been engaged for over four years. The data is from pedagogically generated sources and teaching journals, as well as an anonymous questionnaire completed at the end of the course. In-keeping with the philosophy of Exploratory Practice, one of the aims has been to improve the quality of classroom life and to involve the learners in a process of research which directly contributes to their classroom experience. Motivation is approached from a complex dynamic systems perspective, looking at the interactions and processes that define it. An attempt is made to bridge the complex dynamics of motivation with actual teaching practices and classroom-based practitioner research.

Autonomous Language Learning Hong Kong Tertiary Students Attitudes and Behaviours

This paper reports on a large-scale study on learner autonomy conducted with a group of tertiary students at the Hong Kong Polytechnic University in Hong Kong. The study investigates students' views of their responsibilities and decision-making abilities in learning English, their motivation level and the actual language learning activitiesthey undertook inside and outside the classroom with a view to gauging their readiness for autonomous learning. The paper presents the student profile generated from the study and concludes with the pedagogical implications of the findings for the implementation of learner autonomy at tertiary level in Hong Kong.

Shelton-Strong, S. J. (2018). Fostering the development of language learner autonomy through peer- and self-assessment. Relay Journal, 1(1), 21-46.

Relay Journal, 2018

Autonomy and assessment have been the subject of renewed interest within the field of education. English Language Teaching (ELT) contexts have attracted particular interest as the importance of learner autonomy for language learners continues to be researched and acknowledged, while an understanding of the relationship between assessment and autonomy continues to grow. Questions remain, however, as to whether autonomy lends itself willingly to assessment, or if, indeed, there are unobtrusive and practical ways to do so. Nevertheless, assessment and autonomy may be related at other junctures. This paper outlines a classroom-based intervention whereby assessment descriptors were used to engage university age English language learners in Japan in reflection and response, as one of the tools used in a continuous assessment approach to the evaluation of participation and communication. An examination of the background and context underpinning this intervention is first provided, followed by an analysis of learner responses to questions related to self-assessment. In conclusion, ways in which these may be viewed in relationship to broad indicators of autonomy, and the development of metacognitive awareness are discussed.

Emerging Perspectives on Learning, teaching, and technology

2001

Summary Click here to view a Web-based summary presentation on the Six Cs of Motivation. For best results, view this presentation with Microsoft Internet Explorer. There is no narration. Click here if you prefer to view this presentation as a PowerPoint Show file. The pps file size is 6.4 MB. Created by Allyson David, Angie Fondriest, and Jennifer Marlar (Fall, 2008).

Effective Teaching: a review of research and evidence

Trust has commissioned a series of reviews of international literature. These reviews cover a range of topics related to school improvement including assessment for learning; the inclusion of students with special educational needs; effective teaching practice; school self-evaluation; and successful school leadership.