The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments

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http://hdl.handle.net/10138/335436

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Hyytinen , H , Ursin , J , Silvennoinen , K , Kleemola , K & Toom , A 2021 , ' The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments ' , Studies in Educational Evaluation , vol. 71 , 101090 . https://doi.org/10.1016/j.stueduc.2021.101090

Titel: The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments
Författare: Hyytinen, Heidi; Ursin, Jani; Silvennoinen, Kaisa; Kleemola, Katri; Toom, Auli
Upphovmannens organisation: The Centre for University Teaching and Learning (HYPE)
Faculty of Education Common Matters
Department of Education
Education of Education
Teacher Education
Datum: 2021-12
Språk: eng
Sidantal: 12
Tillhör serie: Studies in Educational Evaluation
ISSN: 0191-491X
DOI: https://doi.org/10.1016/j.stueduc.2021.101090
Permanenta länken (URI): http://hdl.handle.net/10138/335436
Abstrakt: Our aim was to explore higher education students’ response and self-regulatory processes plus the relationship between these, as evidenced in two types of performance-based critical thinking tasks included in the Collegiate Learning Assessment (CLA+) International instrument. The data collection consisted of 20 cognitive laboratories. The data were analyzed using a qualitative approach. The tasks were found to trigger different response and self-regulatory processes. Overall, the performance task evoked more holistic processes than the selected-response questions, in which students’ processes were more question-oriented. The results also indicated the entanglement of students’ response and self-regulation processes. Three self-regulation groups were identified. Students with versatile self-regulation skills were able to complete the task thoroughly, whereas students with moderate self-regulation skills faced challenges in monitoring and evaluating their performance. Students who were lacking in self-regulation struggled both with the task as a whole and their own progress. Implications for higher education are discussed.
Subject: COLLEGIATE LEARNING ASSESSMENT
COMPETENCE
Critical thinking
PERFORMANCE ASSESSMENT
Performance-based assessment
Qualitative analysis
Response processes
SKILLS
STUDENTS
Self-regulation
UNIVERSITY
Undergraduate students
VALIDITY EVIDENCE
516 Educational sciences
Referentgranskad: Ja
Licens: cc_by
Användningsbegränsning: openAccess
Parallelpublicerad version: publishedVersion
Finansierad av: Ella ja Georg Ehrnroothin säätiö
JUnior educational REsearchers, the European Association for Research on Learning and Instruction (EARLI).
Finansierings ID:


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