Students in these classrooms were compared to students in the classrooms of 20 control teachers. Over a period of eight months, the teachers implemented these strategies within their classrooms. In 1996, Fernandes and Fontana – two highly-respected education researchers out of Portugal – established a training program of self-assessment strategies with 25 primary school teachers. These behaviors not only can help students take responsibility for their own learning, but can lead directly to improved student performance. Two pieces of research on the self-regulation of learning, including self-assessment and self-monitoring, indicate that students who engage in these activities are more likely to believe in their ability to learn, develop internal attributions, a feeling of empowerment and a sense of autonomy. By engaging in the process of thinking about and assessing their own work, they act on the evidence of their own learning and take responsibility for it. A program like Keeping Learning on Track can provide teachers with practical instructional strategies and techniques to design opportunities for students to think reflectively about their own learning, as well as to assess their own work and learning. For students to become actively engaged with the learning process they need guidelines and opportunities to learn and engage in self-assessment.
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