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Assessment for Learning (AfL) helps students develop cognitive and metacognitive strategies. Monitoring and scaffolding in AfL enhance task orientation, planning, and learning strategy use in elementary students.

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Area of Science:

  • Educational Psychology
  • Learning Sciences
  • Pedagogy

Background:

  • Assessment for Learning (AfL) is theorized to foster cognitive and metacognitive strategy development in students.
  • Key AfL components, such as monitoring student progress and providing scaffolding, are hypothesized to enhance these strategies.
  • Empirical evidence directly linking AfL practices to students' strategy use remains limited.

Purpose of the Study:

  • To investigate the relationship between Assessment for Learning (AfL) and the use of cognitive and metacognitive strategies.
  • To examine how AfL influences strategy use in elementary school students.

Main Methods:

  • Surveyed 528 students in grades 4-6 (ages 9-12) from seven Dutch elementary schools.
  • Utilized questionnaires to assess students' perceptions of AfL and their strategy use.
  • Employed structural equation modeling to analyze the relationships between AfL variables and strategy use.

Main Results:

  • AfL monitoring activities positively predict students' task orientation and planning skills.
  • AfL scaffolding activities correlate with increased use of surface and deep-level learning strategies.
  • Scaffolding also relates to a greater extent of post-task learning evaluation by students.

Conclusions:

  • The findings highlight the crucial role of AfL in empowering students to take ownership of their learning.
  • Assessment practices that incorporate monitoring and scaffolding are vital for developing student autonomy and strategic learning.