Assessment in SRL
As I read the two scholarly articles of my choice I kept in mind the three forms of assessment - Assessment for learning, Assessment of learning and Assessment as learning. Initially I didn’t see the connection between these concepts to the reading until after completing them.
I read the articles:
Zumbrunn, Tadlock and Roberts’ paper on encouraging self regulated learning in the classroom, gave me a good overview on the concept and an introduction to the topic. What really stood out for me was later in the article. Zumbrunn, Tadlock and Roberts state that one of the challenges that are faced when promoting SRL in the classroom ‘is the time required to teach students how to use specific strategies.’ (p.17)
My initial reaction to this was that time is a common and recurring challenge that teachers quite often face.
The question that I myself is - Why?
In addition to this, why is it that time is a challenge when teaching SRL?
My initial thought was perhaps it’s challenging to address varying learning styles and individuality of each student. After all, SRL is focused on the ‘self’ and each individual would work differently. Just thinking about this made me realize an aspect of how large of a task this would be, and perhaps there needs to be more support for teachers in the process of teaching SRL as well.
After reading Triquets, Peeters, and Lombaerts paper on self regulated learning online, it really made me understand the complexity of SRL. The authors had stated, on page 6, that ‘learning is not something that happens to students, it is something that happens by students’. They further presented two models in this paper...one was Zimmerman’s Process Oriented model which has three distinct phases 1. The forethought phase, 2. the performance phase and 3. the self reflection phase. Each of these phases in turn reflects specific components 1. Metacognition, 2. Motivational, and the 3rd. Behavioural. Although this is a model, which acts as a guide, I still felt that this model wasn’t giving the full justice to the topic of SRL. However the second model Pintrich’s Component Oriented Model which has 4 phases and 4 components had added contextual sensitivity. I feel to understand that learning isn’t something that happens to students, but by students there needs to be contextual sensitivity.
Contextual sensitivity is key, which really made me understand Zumbrunn, Tadlock and Roberts’ challenge of not having enough time to teach SRL strategies. SRL that is assessed for, of and as learning needs to be contextually sensitive. Without this I feel you could miss out on the multidimensional nature of SRL.
I read the articles:
- Encourage Self Regulated Learning in the Classroom - By: Zumbrunn, S., Tadlock, J., & Roberts, J. and
- Self-Regulated learning Online - By: Triquet, K., Peeters, J., & Lombaerts, K
Zumbrunn, Tadlock and Roberts’ paper on encouraging self regulated learning in the classroom, gave me a good overview on the concept and an introduction to the topic. What really stood out for me was later in the article. Zumbrunn, Tadlock and Roberts state that one of the challenges that are faced when promoting SRL in the classroom ‘is the time required to teach students how to use specific strategies.’ (p.17)
My initial reaction to this was that time is a common and recurring challenge that teachers quite often face.
The question that I myself is - Why?
In addition to this, why is it that time is a challenge when teaching SRL?
My initial thought was perhaps it’s challenging to address varying learning styles and individuality of each student. After all, SRL is focused on the ‘self’ and each individual would work differently. Just thinking about this made me realize an aspect of how large of a task this would be, and perhaps there needs to be more support for teachers in the process of teaching SRL as well.
After reading Triquets, Peeters, and Lombaerts paper on self regulated learning online, it really made me understand the complexity of SRL. The authors had stated, on page 6, that ‘learning is not something that happens to students, it is something that happens by students’. They further presented two models in this paper...one was Zimmerman’s Process Oriented model which has three distinct phases 1. The forethought phase, 2. the performance phase and 3. the self reflection phase. Each of these phases in turn reflects specific components 1. Metacognition, 2. Motivational, and the 3rd. Behavioural. Although this is a model, which acts as a guide, I still felt that this model wasn’t giving the full justice to the topic of SRL. However the second model Pintrich’s Component Oriented Model which has 4 phases and 4 components had added contextual sensitivity. I feel to understand that learning isn’t something that happens to students, but by students there needs to be contextual sensitivity.
Contextual sensitivity is key, which really made me understand Zumbrunn, Tadlock and Roberts’ challenge of not having enough time to teach SRL strategies. SRL that is assessed for, of and as learning needs to be contextually sensitive. Without this I feel you could miss out on the multidimensional nature of SRL.