Baas Diana, Castelijns Jos, Vermeulen Marjan, Martens Rob, Segers Mien
Educational Research and Development, Maastricht University, The Netherlands.
Br J Educ Psychol. 2015 Mar;85(1):33-46. doi: 10.1111/bjep.12058. Epub 2014 Oct 27.
Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce.
This study investigates the relation between AfL and elementary school students' use of cognitive and metacognitive strategies.
The sample comprised 528 grade four to six students (9- to 12-year-olds) from seven Dutch elementary schools.
Students' perceptions of AfL and their cognitive and metacognitive strategy use were measured by means of questionnaires. Structural equation modelling was used to investigate the relations among the variables.
The results reveal that monitoring activities that provide students an understanding of where they are in their learning process predict Students' task orientation and planning. Scaffolding activities that support students in taking the next step in their learning are positively related to the use of both surface and deep-level learning strategies and the extent to which they evaluate their learning process after performing tasks.
The results underline the importance of assessment practices in ceding responsibility to students in taking control of their own learning.
学习性评价（AfL）被认为能营造一个丰富的学习环境，使学生发展其认知和元认知策略。监测学生的成长并提供有助于明确学习过程下一步的支架，被假定为是学习性评价增强认知和元认知策略的关键要素。然而，关于学习性评价与学生策略运用之间关系的实证证据却很匮乏。
本研究调查学习性评价与小学生认知和元认知策略运用之间的关系。
样本包括来自七所荷兰小学的528名四至六年级学生（9至12岁）。
通过问卷测量学生对学习性评价的看法及其认知和元认知策略的运用。采用结构方程模型来研究变量之间的关系。
结果显示，能让学生了解自身学习进程的监测活动可预测学生的任务导向和规划。支持学生在学习中迈出下一步的支架活动，与表层和深层学习策略的运用以及学生在完成任务后对自身学习过程的评估程度呈正相关。
研究结果强调了评价实践在将控制权交给学生以自主掌控学习方面的重要性。
