Using Classroom assessment techniques to promote self-regulated learning
When I began teaching, the idea of student-centred teaching wasn’t new to me. However, I had misconstrued ideas of what this entailed and believed it to be a general idea about focussing on the student rather than on the course material. This is of course important, but student-centred teaching is much more than this- it’s about developing independent students who take control of their own learning. Students all too often state that the most important factor they consider to be important in their learning is the planning and practices of the instruction they receive rather than their own effort, learning skills or study methods (e.g. Ruohoniemi & Lindblom-Ylanne, 2009). These students are not independent, self-directed learners. Research shows that students who engage in self- regulation of their learning (i.e. they plan, monitor and evaluate their learning) perform better in their course (Rolf, Scharff & Hodge, 2012 as cited in Nilson, 2013), and apply a deeper approach to learning (Jensen, 2011).
So how can we promote self-regulated learning in our students? Nilson (2013) cite a range of different techniques that can be used in “creating self-regulated learners”. Some tasks such as asking students to write in reflective journals to monitor their learning, plan strategies for improvement and evaluate these strategies, are activities students complete individually. Individual self-reflection gives students the space to consider their learning. However much of learning takes place in a social environment. Adapted classroom assessment techniques such as the “minute paper” and the “muddiest point” (see Angelo & Cross, 1993 and Nilson, 2013) have the combined benefit of encouraging student self- reflection and of giving feedback to the teacher on students’ learning including whether they are pitching the material at the correct level, what students are struggling to understand and what knowledge they are retaining, so that teachers can adjust their teaching accordingly.
There are other classroom assessment techniques that require student interaction. For example, “scripted co-operation”- where one student in a pair summarises the lecture material without looking at their notes, whilst the other listens and then provides feedback on the accuracy and completeness of the answer, can be completed during lecture breaks and the results can be fed back to the rest of the class after the break ends (Cuseo, 2002, as cited in Nilson, 2013). Such interactions with peers encourages self-reflection, helps students to monitor where their knowledge or skills might be lacking and perhaps most beneficially, can help them to create solutions encouraging them out of their zone of individual potential termed the “zone of proximal development” (Vygotsky, 1978). Creating a culture of metacognition in the classroom and encouraging students to identify and share confusions in their learning allows the teacher to answer questions and guide students to a solution as a group. Of course, we may first need to make it clear to students that these techniques are being used to help them with their learning as much as it is to help teachers with their teaching.
As well as monitoring and evaluating subject-specific knowledge with their peers, students can be encouraged to share successful learning strategies in the classroom and in online forums such as these wikispaces, as we are doing now.
In a similar way that we as teachers benefit from self-reflecting on our teaching and discussing best practice with our colleagues, we need to encourage students to do the same with their learning. If teaching students the skills to self-regulate their learning creates “lifelong learners” (Tanner, 2012) this might indeed be the most important thing we teach them.
References:
Angelo, T.A. & Cross, K.P. (1993) Classroom Assessment Techniques: A handbook for college teachers (2nd Edition). San Francisco: Jossey-Bass.
Jensen, J.D. (2011). Promoting self-regulation and critical reflection through writing students’ use of electronic portfolio. International Journal of ePortfolio, 1(1), 49-60.
Nilson, L.,B. (2013). Creating self-regulated learners: strategies to strengthen students’ self-awareness and learning skills. Sterling, Virginia: Stylus Publishing.
Ruohoniemi, M., & Lindblom-Ylanne, S. (2009). Students’ experiences concerning course workload and factors enhancing and impeding their learning- a useful resource for quality enhancement in teaching and curriculum planning. International Journal for Academic Development, 14(1), 69-81.
Tanner, K.D. (2012). Promoting student metacognition. Feature: Approaches to biology teaching and learning. CBE- Life sciences education, 11, 113-120.
Vygotsky, L. (1978) Mind and Society. Cambridge, MA: Harvard University Press.
When I began teaching, the idea of student-centred teaching wasn’t new to me. However, I had misconstrued ideas of what this entailed and believed it to be a general idea about focussing on the student rather than on the course material. This is of course important, but student-centred teaching is much more than this- it’s about developing independent students who take control of their own learning. Students all too often state that the most important factor they consider to be important in their learning is the planning and practices of the instruction they receive rather than their own effort, learning skills or study methods (e.g. Ruohoniemi & Lindblom-Ylanne, 2009). These students are not independent, self-directed learners. Research shows that students who engage in self- regulation of their learning (i.e. they plan, monitor and evaluate their learning) perform better in their course (Rolf, Scharff & Hodge, 2012 as cited in Nilson, 2013), and apply a deeper approach to learning (Jensen, 2011).
So how can we promote self-regulated learning in our students? Nilson (2013) cite a range of different techniques that can be used in “creating self-regulated learners”. Some tasks such as asking students to write in reflective journals to monitor their learning, plan strategies for improvement and evaluate these strategies, are activities students complete individually. Individual self-reflection gives students the space to consider their learning. However much of learning takes place in a social environment. Adapted classroom assessment techniques such as the “minute paper” and the “muddiest point” (see Angelo & Cross, 1993 and Nilson, 2013) have the combined benefit of encouraging student self- reflection and of giving feedback to the teacher on students’ learning including whether they are pitching the material at the correct level, what students are struggling to understand and what knowledge they are retaining, so that teachers can adjust their teaching accordingly.
There are other classroom assessment techniques that require student interaction. For example, “scripted co-operation”- where one student in a pair summarises the lecture material without looking at their notes, whilst the other listens and then provides feedback on the accuracy and completeness of the answer, can be completed during lecture breaks and the results can be fed back to the rest of the class after the break ends (Cuseo, 2002, as cited in Nilson, 2013). Such interactions with peers encourages self-reflection, helps students to monitor where their knowledge or skills might be lacking and perhaps most beneficially, can help them to create solutions encouraging them out of their zone of individual potential termed the “zone of proximal development” (Vygotsky, 1978). Creating a culture of metacognition in the classroom and encouraging students to identify and share confusions in their learning allows the teacher to answer questions and guide students to a solution as a group. Of course, we may first need to make it clear to students that these techniques are being used to help them with their learning as much as it is to help teachers with their teaching.
As well as monitoring and evaluating subject-specific knowledge with their peers, students can be encouraged to share successful learning strategies in the classroom and in online forums such as these wikispaces, as we are doing now.
In a similar way that we as teachers benefit from self-reflecting on our teaching and discussing best practice with our colleagues, we need to encourage students to do the same with their learning. If teaching students the skills to self-regulate their learning creates “lifelong learners” (Tanner, 2012) this might indeed be the most important thing we teach them.
References:
Angelo, T.A. & Cross, K.P. (1993) Classroom Assessment Techniques: A handbook for college teachers (2nd Edition). San Francisco: Jossey-Bass.
Jensen, J.D. (2011). Promoting self-regulation and critical reflection through writing students’ use of electronic portfolio. International Journal of ePortfolio, 1(1), 49-60.
Nilson, L.,B. (2013). Creating self-regulated learners: strategies to strengthen students’ self-awareness and learning skills. Sterling, Virginia: Stylus Publishing.
Ruohoniemi, M., & Lindblom-Ylanne, S. (2009). Students’ experiences concerning course workload and factors enhancing and impeding their learning- a useful resource for quality enhancement in teaching and curriculum planning. International Journal for Academic Development, 14(1), 69-81.
Tanner, K.D. (2012). Promoting student metacognition. Feature: Approaches to biology teaching and learning. CBE- Life sciences education, 11, 113-120.
Vygotsky, L. (1978) Mind and Society. Cambridge, MA: Harvard University Press.