Improving the Accuracy of the Self-evaluation during On-screen Self-regulated learning through Calibration Feedback

Result code in IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F44555601%3A13530%2F19%3A43894834" target="_blank" >RIV/44555601:13530/19:43894834 - isvavai.cz</a>

Alternative codes found

RIV/60460709:41600/19:79789

Result on the web

<a href="https://library.iated.org/view/URBAN2019IMP" target="_blank" >https://library.iated.org/view/URBAN2019IMP</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.21125/inted.2019.2239" target="_blank" >10.21125/inted.2019.2239</a>

Result language

angličtina

Original language name

Improving the Accuracy of the Self-evaluation during On-screen Self-regulated learning through Calibration Feedback

Original language description

The self-regulated learning (SRL) emphasizes an autonomy and a control over student&apos;s learning and as such, SRL depends on the metacognitive abilities of the learner. Metacognitive knowledge allows choosing a proper strategy in order to reach a learning goal of the student. Metacognitive regulation is important for the implementation of this strategy and metacognitive monitoring is important to evaluation whether the chosen strategy was appropriate or should be replaced. In our research we examine an improvement of accuracy of the metacognitive monitoring in the classroom during on-screen self-regulated learning. Thirty undergraduate students in counselling had to study target psychological concepts (such as operant conditioning, observational learning, conformity, identification, etc.) in three separate phases related to SRL (preparatory, performance and appraisal phase) each week during seven weeks in the semester. In the preparatory phase, students received a target concept and in accordance with this concept, they set their goals and planned the following activity in separate steps. In the performance phase, they performed their planned steps, e.g. searched for and read the relevant materials using computer (scientific databases as well as other relevant digital sources for illustrations, pictures or videos). Then they prepared the presentation for their peers in which they explained the concept. In the final appraisal phase, they tried to teach the target concept to their peers, followed by the self-evaluation of their own performance on a scale from 0 to 10 points. The self-evaluation was composed from the self-comprehension of materials and the preparation of the presentation. The peers and a lecturer provided their evaluations on a scale from 0 to 10 points compounded from the comprehension and the presentation of the target concept. Students then received a calibration feedback (how many points they received from peers and from teacher and how many points they gave themselves) accessible via their personal access in the digital profile on the course website. The conducted multilevel model analysis revealed a significant improvement in the accuracy of the self-evaluation from the second study week. This finding in natural environment of the classroom is in line with the previous experimental research where the calibration feedback proves to be the most effective tool in fostering accuracy of the metacognitive monitoring.

Czech name

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Czech description

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Type

D - Article in proceedings

CEP classification

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OECD FORD branch

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Project

—

Continuities

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Publication year

2019

Confidentiality

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Article name in the collection

INTED2019 Proceedings

ISBN

978-84-09-08619-1

ISSN

2340-1079

e-ISSN

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Number of pages

6

Pages from-to

9002-9007

Publisher name

IATED

Place of publication

Valencia

Event location

Valencia

Event date

Mar 11, 2019

Type of event by nationality

WRD - Celosvětová akce

UT code for WoS article

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