学习性教师专业发展评估对学生元认知的影响

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

School Effectiveness and School Improvement Pub Date : 2022-09-03 DOI:10.1080/09243453.2022.2116461

Jitske de Vries, A. Dimosthenous, K. Schildkamp, A. Visscher

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引用次数: 4

摘要

学习评价可以促进学生元认知的发展。然而，教师们在课堂上实施AfL时经常遇到困难。这种动态的教学方法可以帮助教师在复杂的外语能力方面得到专业的发展。动态方法基于四个原则:(a)解决教师的专业需求，(b)整合技能，(c)解释潜在机制，(d)实施支持和反馈。在本实验研究中，我们调查了基于动态方法的中学数学教师AfL教师专业发展计划对学生元认知的影响(n名教师= 47,n名学生= 803)。我们发现学生的预测能力(d = 0.24)和评估能力(d = 0.22)有统计学上显著的正向影响，但对学生的计划能力没有显著的正向影响。

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The impact of an assessment for learning teacher professional development program on students’ metacognition

ABSTRACT Assessment for learning (AfL) can facilitate students’ development of metacognition. However, teachers often struggle with the implementation of AfL in their classroom. The dynamic approach can help teachers develop professionally in the complex competency that is AfL. The dynamic approach is based on four principles: (a) addressing the professional needs of teachers, (b) integrating skills, (c) explaining underlying mechanisms, and (d) implementing support and feedback. In this experimental study, we investigated the effect on students’ metacognition of an AfL teacher professional development program for secondary mathematics teachers based on the dynamic approach (n teachers = 47, n students = 803). We found a statistically significant positive effect on students’ ability to predict (d = 0.24) and evaluate (d = 0.22), but not on students’ ability to plan.

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来源期刊

School Effectiveness and School Improvement EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

6.60

自引率

0.00%

发文量

期刊介绍： School Effectiveness and School Improvement presents information on educational effectiveness, practice and policy-making across primary, secondary and higher education. The Editors believe that the educational progress of all students, regardless of family background and economic status, is the key indicator of effectiveness and improvement in schools. The journal strives to explore this idea with manuscripts that cover a range of subjects within the area of educational effectiveness at the classroom, school or system level, including, but not limited to: •Effective pedagogy •Classroom climate •School ethos and leadership •School improvement and reform programmes •Systemwide policy and reform