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Paul Weber, PhD Chair, Master of Education Program Cardinal Stritch University, Milwaukee, Wisconsin

Improving Student SELF-REGULATION OF LEARNING in Online Graduate Education Courses. Paul Weber, PhD Chair, Master of Education Program Cardinal Stritch University, Milwaukee, Wisconsin. The Problem. How do we help students become self-regulated learners?. The Solution.

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Paul Weber, PhD Chair, Master of Education Program Cardinal Stritch University, Milwaukee, Wisconsin

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  1. Improving Student SELF-REGULATION OF LEARNING in Online Graduate Education Courses Paul Weber, PhD Chair, Master of Education Program Cardinal Stritch University, Milwaukee, Wisconsin

  2. The Problem • How do we help students become self-regulated learners?

  3. The Solution • Apply seven principles of good feedback practice in relation to self-regulation of learning.

  4. The Framework (1) • Nicol, D.M., & MacFarlane-Dick, D. (2006). Formative assessment and self- regulated learning: A model and seven principles of good feedback practice, Studies in Higher Education, 31(2), 199-218.

  5. The Framework (2) • Master of Education Thesis Sequence: • EDME 561, Educational Research (3 cr.) • EDME 562, Data Analysis (3 cr.) • EDME 555, Application of Research 1- (1 cr.) • EDME 556, Application of Research 2 - (1 cr.) • EDME 557, Application of Research 3 - (1 cr.)

  6. Formative Assessment • Formative assessment: specifically intended to generate feedback on performance to improve and accelerate learning (Sadler, 1998). • A classic meta-analysis showed improved student learning (Black & Wiliam, 1998).

  7. Self-regulation of learning • Self-regulated learning is an active constructive process whereby learners set goals for their learning and monitor, regulate, and control their cognition, motivation, and behaviour, guided and constrained by their goals and contextual features of the environment (Pintrich & Zusho, 2002, p.64).

  8. The Question • So how do we use formative assessment to help students regulate their own learning?

  9. The Answer • We use principles of effective feedback that facilitate self-regulation of learning • Good feedback is feedback that. . .

  10. Principle 1: Helps clarify what good performance is. • Examples: • Provide clear, well-constructed rubrics that guide the writing of thesis chapters; • Provide exemplars of thesis chapters for students to review; • Provide thesis writing guidelines.

  11. Principle 2: Facilitates the development of self-assessment (reflection) in learning. • Examples: - Involve students in peer reviews of each other’s chapters; - Write self-reflections on state or national standards.

  12. Principle 3: Delivers high quality information to students about their learning. • Examples: • Use feedback instead of grades (Harlen & Crick, 2003); • Fewer comments, but of high quality; • Use solid rubrics that weight areas of most importance.

  13. Principle 4: Encourages teacher and peer dialogue around learning. • Examples: • Telephone conversations with students about progress; • Student learning team assignments within courses.

  14. Principle 5: Encourages positive motivational beliefs and self-esteem • Examples: • Allow resubmissions of work; • Pass/fail vs. grades.

  15. Principle 6: Provides opportunities to close the gap between current and desired performance • Examples: • Allow resubmissions of work; • Provide feedback on works in progress.

  16. Principle 7: Provides information to teachers that can be used to help shape the teaching. • Examples: • Frequent formal and informal assessments; • Use of course evaluations to improve instruction.

  17. The Challenges • Expect students to help regulate their own learning; • Examine our current assessment practices relative to these seven principles and make changes accordingly.

  18. References • Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education, 5(1), 7–74. • Harlen, W., & Crick, R. D. (2003). Testing and motivation for learning. Assessment in Education,10(2), 169–207. • Nicol, D.M., & MacFarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199-218. • Pintrich, P. R., & Zusho, A. (2002). Student motivation and self- regulated learning in the college classroom. In J. C. Smart & W.G. Tierney (Eds.), Higher education: Handbook of theory and research: Vol. XVII. New York: Agathon Press. • Sadler, D. R. (1998). Formative assessment: Revisiting the territory. Assessment in Education, 5(1), 77–84.

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