Developing an Effective Lifelong Learning Inventory: the ELLI Project

By R. Deakin Crick, P. Broadfoot, Guy Claxton *. 2004

281 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/4dbc8d3968afaaf6409458eeb26f114862823881

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. I. Clark
2. Rebecca Ferguson
3. R. Deakin Crick
4. P. Rea‐Dickins
5. Guy Claxton *
6. John R. Kirby
7. Kenn Apel
8. Michael J. Kieffer

In Education

1. I. Clark
2. Rebecca Ferguson
3. R. Deakin Crick
4. Adeela ahmed Shafi
5. C. Goldspink
6. Shaofu Huang
7. Guy Claxton *
8. P. Rea‐Dickins

In Human Factors and Ergonomics

1. I. Clark
2. R. Deakin Crick
3. Rebecca Ferguson
4. Guy Claxton *

Citations in the corpus

• Development of a scale to measure lifelong learning (2010, methodology): “They developed a 72-item questionnaire (the Effective Lifelong Learning Inventory, ELLI) with seven scales: changing and learning, critical curiosity, meaning making, dependence and fragility, creativity, learning relationships, and strategic awareness (Deakin Crick and Yu 2008; the scales have slig”
• Developing Resilient Agency in Learning: The Internal Structure of Learning Power (2015, background): “The factor analytic studies identified seven latent variables and established scales to measure them (Deakin Crick et al., 2004).”
• EXPANDING YOUNG PEOPLE'S CAPACITY TO LEARN (2007, background): “CLAXTON, G.L. (2002) Building Learning Power: Helping Young People Become Better Learners (Bristol, TLO Ltd).”
• Classroom-based assessment: Possibilities and pitfalls (2007, background): “Two further examples firom research in educational assessment have positioned the learner at the center of the assessment process: the LEARN Project (Weeden et al., 1999) focused their research around learners' views of assessment; and the Effective Lifelong Learning Inventory project ( Deakin-Crick”
• Learning analytics: drivers, developments and challenges (2012, background): “Disposition analytics focus on the experience, motivation and intelligences that influence responses to learning opportunities (Deakin Crick et al., 2004), and are socialised when the emphasis is on the learner engaged in a mentoring or learning relationship.”
• Learning how to learn: the dynamic assessment of learning power (2007, methodology): “This refers to seven core dimensions of the capacity to learn how to learn, which emerged from a factor analytic study with nearly two thousand learners (Deakin Crick et al , 2004 ).”
• Formative Assessment: Assessment Is for Self-regulated Learning (2012, methodology): “…different ways; (f) relationship/interdependence (learning relationships) establishes the learners’ ability to manage the balance between sociable and individual approaches to learning; (g) strategic awareness finds out learners’ awareness of their own learning processes (Deakin Crick et al. 2004).”