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The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use
Diana Baas1, Jos Castelijns, Marjan Vermeulen
1Educational Research and Development, Maastricht University, The Netherlands.
The British Journal of Educational Psychology
|October 28, 2014
Summary
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.
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.
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