The Dynamic Relationship between Response Processes and Self-Regulation in Critical Thinking Assessments

Heidi Hyytinen, Jani Ursin, Kaisa Silvennoinen, Katri Kleemola, Auli Toom

Research output: Contribution to journalArticleScientificpeer-review

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 languageEnglish
Article number101090
JournalStudies in Educational Evaluation
Volume71
Number of pages12
ISSN0191-491X
DOIs
Publication statusPublished - Dec 2021
MoE publication typeA1 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

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