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 Common Matters (Faculty of Education) 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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Filer | Storlek | Format | Granska |
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1_s2.0_S0191491X21001164_main.pdf | 1.073Mb | Granska/Öppna |