Publication
The development of self-regulation through assessment criteria
| dc.contributor.author | Santos, Leonor | |
| dc.contributor.author | Pinto, Jorge | |
| dc.date.accessioned | 2018-02-28T09:32:19Z | |
| dc.date.available | 2018-02-28T09:32:19Z | |
| dc.date.issued | 2014-02-07 | |
| dc.description.abstract | Self-regulation is essential for learning, but it is neither innate, nor spontaneous. It is imperative for the subject to clear up the reference in order to have an effective auto-regulation. The teacher has the responsibility to create opportunities for students to construct this reference, in order to permit the appropriation of the learning objectives' meaning. This study seeks to understand the contribution of using assessment criteria to the development of self-regulation. In particular, this article looks to answer the following questions: How can the construction and the use of assessment criteria in an interaction process contribute to the development of self-regulation of primary students? Which difficulties arise for the students in this process? This paper reports a meta-analysis of two studies of six and eleven-year-old students using an interpretive approach. Data collection was based on student interviews, participant observation of classes and documental evidence. The analysis considered three phases of self-regulation: understanding what we did, comparing with what is expected to do and planning what needs to be accomplished and the difficulties arisen by the process. The final results show that the criteria are gradually starting to be considered as a guide. When reflecting on what they did (supported by the criteria), the perception that they are not punished for their mistakes facilitates the clarification of their difficulties and the request for help to the teacher. The participative construction of the assessment criteria contributes to the understanding of what is expected of them. Self-regulation is a socially constructed process. The progressive work with the assessment criteria contributes to the development of self-regulation. In primary education, the establishment of strategies to pursue, which is the phase of selfregulation least achieved by students of these ages, depends mainly on the support provided by teacher´s action. | en |
| dc.description.version | info:eu-repo/semantics/publishedVersion | pt_PT |
| dc.identifier.citation | Santos, L. & Pinto, j. (2014). The development of self-regulation through assessment criteria. Procedia: Social and Behavioral Sciences, 112, 907-915. | pt_PT |
| dc.identifier.issn | 1877-0428 | |
| dc.identifier.uri | http://hdl.handle.net/10400.26/21608 | |
| dc.language.iso | eng | en |
| dc.peerreviewed | yes | pt_PT |
| dc.publisher | Elsevier | en |
| dc.relation.publisherversion | https://doi.org/10.1016/j.sbspro.2014.01.1248 | pt_PT |
| dc.subject | Assessment criteria | en |
| dc.subject | Self-regulation | en |
| dc.subject | Primary education | en |
| dc.title | The development of self-regulation through assessment criteria | en |
| dc.type | journal article | |
| dspace.entity.type | Publication | |
| oaire.citation.endPage | 915 | pt_PT |
| oaire.citation.startPage | 907 | pt_PT |
| oaire.citation.title | Procedia Social and Behavioral Sciences | en |
| person.familyName | Pinto | |
| person.givenName | Jorge | |
| person.identifier.ciencia-id | 7218-24BB-3DBB | |
| person.identifier.orcid | 0000-0002-2819-8114 | |
| person.identifier.scopus-author-id | 37063603600 | |
| rcaap.rights | openAccess | en |
| rcaap.type | article | en |
| relation.isAuthorOfPublication | 84b1474f-7789-4434-aa4c-f628558e5146 | |
| relation.isAuthorOfPublication.latestForDiscovery | 84b1474f-7789-4434-aa4c-f628558e5146 |
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