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- Title
A multilevel framework for assessing self‐regulated learning in school contexts: Innovations, challenges, and future directions.
- Authors
Cleary, Timothy J.; Russo, Michelle R.
- Abstract
As the importance of student self‐regulated learning (SRL) among school‐aged populations continues to increase, there is an emerging need for school psychologists and other school professionals to develop the knowledge and skills to effectively assess this process. The current paper provides a conceptual and empirical overview of a multimethod SRL diagnostic assessment framework included as part of the Self‐Regulation Empowerment Program (SREP). In addition to providing information about the operation and sequence of the SREP diagnostic assessment process, the current paper underscores the commonly used measures of SRL (e.g., self‐report questionnaires, teacher rating scales, SRL microanalysis, think‐aloud protocols) and provides evidence supporting their psychometric rigor and utility in school settings. This paper also serves as a roadmap that school psychologists can use to increase the frequency and quality of school‐based SRL assessments. Future research directions regarding the SREP diagnostic assessment process are also emphasized. Practitioner points: The diagnostic assessment framework of the Self‐Regulation Empowerment Program (SREP) details a clear process for conducting school‐based self‐regulated learning (SRL) evaluationsAptitude and event measures of SRL can be used to generate unique yet complementary information about a student's SRL skills and processesIdentifying the contexts, content areas, or learning activities in which students struggle helps to inform the nature and focus of an SRL evaluation
- Subjects
SELF-regulated learning; PROTOCOL analysis (Cognition); SCHOOL psychologists; TEACHER evaluation; PSYCHOMETRICS; PROFESSIONAL schools
- Publication
Psychology in the Schools, 2024, Vol 61, Issue 1, p80
- ISSN
0033-3085
- Publication type
Article
- DOI
10.1002/pits.23035