Projects per year
Abstract
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.
Original language | English |
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Article number | 101090 |
Journal | Studies in Educational Evaluation |
Volume | 71 |
Number of pages | 12 |
ISSN | 0191-491X |
DOIs | |
Publication status | Published - Dec 2021 |
MoE publication type | A1 Journal article-refereed |
Fields of Science
- 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
Projects
- 2 Finished
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KAPPAS!: Korkeakouluopiskelijoiden oppimistulosten arviointi
Hyytinen, H., Toom, A. & Kleemola, K.
01/10/2018 → 31/12/2020
Project: Research project
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EACH: Enhancing University Students' Critical Thinking
Ella ja Georg Ehrnroothin säätiö, JUnior educational REsearchers, the European Association for Research on Learning and Instruction (EARLI).
01/01/2016 → 31/12/2022
Project: Research project