Teaching Students Self-Assessment and Task-Selection Skills with Video-Based Modeling Examples - eScholarship
Year: 2010
Type: article
Abstract: For self-regulated learning to be effective, students need to be able to accurately assess their own performance on a learning task, and to select an appropriate new learning task in response to that self-assessment. This study investigated the use of video-based modeling examples to teach selfassessment and task-selection skills. Students in both the experimental and control condition observed the model performing a problem solving task; students in the experimental condition additionally observed the model engaging in self-assessment and task selection. Results show that students in both conditions acquired problem-solving skills from the examples, as indicated by a substantial pretest to posttest knowledge gain. Moreover, students in the experimental condition also acquired self-assessment and task-selection skills from the examples: they demonstrated higher self-assessment and task-selection accuracy on the posttest than students in the control condition. Keywords: Example-based learning; self-assessment; task selection; self-regulated learning. The Role of Self-Assessment and Task-Selection Skills in Self-Regulated Learning A major aim of many contemporary educational programs is to foster students ’ self-regulation skills. It is often assumed that this aim can be achieved by providing learners with the opportunity to self-regulate their learning processes. In the Netherlands, for example, a nationwide innovation was implemented in secondary education in 1999 that relies heavily on self-regulated learning (i.e., the ‘study house’;
Authors: Tamara van Gog, Danny Kostons, Fred Paas
Language: English
Subfield: Developmental and Educational Psychology
Field: Psychology
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W147471755