Abstract
Policy makers urge schools and students to practice self-regulated learning. However, these efforts are often unsuccessful, presumably because little is known about how to teach and learn the underlying processes of self-regulated learning, specifically self-assessment and subsequent learning task selection. Therefore, we investigated how accurate students’ self-assessment about their knowledge and skills are, and how they select following learning tasks to improve their skills. An eye tracking study was set up in which participants were allowed to choose tasks freely from a database. The tasks varied in difficulty and amount of support provided (completion problems vs. conventional problems). We used eye tracking, performance estimates, estimates of mental effort, judgments of learning and open questions to gain more insight in what students focus on and think about when choosing a task. Results suggest that students are poor at self-assessment and often do not use self-assessment information for task selection. This implies that students can benefit from task selection advice, in which they are stimulated to use self-assessment information as input for task selection.
Original language | English |
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Publication status | Unpublished - 5 Nov 2015 |
Event | ICO Fallschool - The Netherlands, Utrecht, United Kingdom Duration: 5 Nov 2015 → 6 Nov 2015 |
Conference
Conference | ICO Fallschool |
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Country/Territory | United Kingdom |
City | Utrecht |
Period | 5/11/15 → 6/11/15 |
Keywords
- self-assessment
- task selection
- eye tracking
- judgments of learning
- mental effort