Self-regulated learning as a competence: Implications of theoretical models for assessment methods
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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in: Zeitschrift für Psychologie, Jahrgang 216, Nr. 2, 01.01.2008, S. 102-110.
Publikation: Beiträge in Zeitschriften › Zeitschriftenaufsätze › Forschung › begutachtet
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TY - JOUR
T1 - Self-regulated learning as a competence
T2 - Implications of theoretical models for assessment methods
AU - Wirth, Joachim
AU - Leutner, Detlev
PY - 2008/1/1
Y1 - 2008/1/1
N2 - Lively research on self-regulated learning has produced a great number of models of self-regulated learning competence and it is still a challenge to integrate them within a single coherent framework. However, such a framework is necessary for, among other reasons, the development of valid assessment methods. We argue that one common characteristic of all models is that they consider the competence to make solid comparisons as a key competence of self-regulated learning. However, the kind of comparisons and the kind of standards used for these comparisons differ between models. The same is true for assessment methods. Valid assessment methods also have implemented comparisons and they also differ concerning the kind of comparison and the kind of standards used for assessment. In order to categorize both, models as well as assessment methods, we propose to distinguish between component models and process models of self-regulated learning. Component models imply the use of offline standards for assessment whereas process models imply the use of online standards. Both offline and online standards can be either quantitative or qualitative. We show that using qualitative standards leads to a higher validity of the assessment than using quantitative standards. This advantage of qualitative standards can be shown for both offline standards as well as online standards.
AB - Lively research on self-regulated learning has produced a great number of models of self-regulated learning competence and it is still a challenge to integrate them within a single coherent framework. However, such a framework is necessary for, among other reasons, the development of valid assessment methods. We argue that one common characteristic of all models is that they consider the competence to make solid comparisons as a key competence of self-regulated learning. However, the kind of comparisons and the kind of standards used for these comparisons differ between models. The same is true for assessment methods. Valid assessment methods also have implemented comparisons and they also differ concerning the kind of comparison and the kind of standards used for assessment. In order to categorize both, models as well as assessment methods, we propose to distinguish between component models and process models of self-regulated learning. Component models imply the use of offline standards for assessment whereas process models imply the use of online standards. Both offline and online standards can be either quantitative or qualitative. We show that using qualitative standards leads to a higher validity of the assessment than using quantitative standards. This advantage of qualitative standards can be shown for both offline standards as well as online standards.
KW - Assessment
KW - Competence model
KW - Measurement
KW - Self-regulated learning
KW - Psychology
UR - http://www.scopus.com/inward/record.url?scp=47549091762&partnerID=8YFLogxK
U2 - 10.1027/0044-3409.216.2.102
DO - 10.1027/0044-3409.216.2.102
M3 - Journal articles
AN - SCOPUS:47549091762
VL - 216
SP - 102
EP - 110
JO - Zeitschrift für Psychologie
JF - Zeitschrift für Psychologie
SN - 2190-8370
IS - 2
ER -