Training self-assessment and task-selection skills: A cognitive approach to improving self-regulated learning

By Danny Kostons, Tamara van Gog, Fred Paas. 2012

263 citations recorded by the source corpus.

Subfields: Artificial Intelligence, Developmental and Educational Psychology, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/42e27fc5365e4b166db90073ecbd366238845b87

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In Artificial Intelligence

In Developmental and Educational Psychology

In Experimental and Cognitive Psychology

Citations in the corpus

A Critical Review of Research on Student Self-Assessment (2019, background): “Modeling and feedback also help (Labuhn et al., 2010; Miller and Geraci, 2011; Hawkins et al., 2012; Kostons et al., 2012).”
Supporting Self-Regulated Learning in Online Learning Environments and MOOCs: A Systematic Review (2018, background): “In two experiments, Kostons, Van Gog, and Paas (2012) investigated the effects of watching videos of someone modeling various SRL strategies in an online learning environment.”
The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, background): “Second, studies into SSA accuracy should not be based on the goal of “saving teachers’ time” because good SSA implementation takes teachers’ time and effort to provide feedback and modeling of SSA (Goodrich, 1996; Dochy et al., 1999; Kostons et al., 2012; Panadero & Alonso-Tapia, 2013); a matter tha”
Assessment as learning: blurring the boundaries of assessment and learning for theory, policy and practice (2014, background): “Lefstein (2010) warns, ‘dialogue in school is driven and bounded by pre-determined curricular content and objectives, which at least in the current English context are typically cast as a set of answers to be grasped or skills to be mastered.”
To rubric or not to rubric? The effects of self-assessment on self-regulation, performance and self-efficacy (2014, methodology): “There is compelling research about the impact of self-assessment training on self-regulation, to which the present study added more evidence (Andrade, 2010; Kitsantas, Robert, & Doster, 2004; Kostons et al., 2012; Kramarski & Michalsky, 2010; Panadero et al., 2012).”
Co-creating rubrics: The effects on self-regulated learning, self-efficacy and performance of establishing assessment criteria with students (2017, background): “Summing up the results: out of the three SRL measurements, the self-reported ones (MSLQ and SSR-Q) did not show significant results, while in the more objective measurement, TAP, only two of the five coding categories favored the co-creating group.”