Enhancing learner self-monitoring in self-assessment through the use of pedagogical resources
The increased emphasis on self-directed learning has sparked significant interest in self-assessment (SA) within essay writing over recent decades. While prior research has predominantly examined the role of instructional tools like rubrics and checklists in guiding learners through the SA process,...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2024-12-01
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| Series: | Cogent Social Sciences |
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| Online Access: | https://www.tandfonline.com/doi/10.1080/23311886.2024.2334486 |
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| author | Kothar Talib Sulaiman Al Harrasi |
| author_facet | Kothar Talib Sulaiman Al Harrasi |
| author_sort | Kothar Talib Sulaiman Al Harrasi |
| collection | DOAJ |
| description | The increased emphasis on self-directed learning has sparked significant interest in self-assessment (SA) within essay writing over recent decades. While prior research has predominantly examined the role of instructional tools like rubrics and checklists in guiding learners through the SA process, this study seeks to delve deeper into the various factors that might impact the utilization of these tools. Specifically conducted in a higher education (HE) setting, this study aimed to comprehend how pedagogical resources for SA are perceived, put into practice, and evolved by both students and educators, thereby offering insights into enhancing learner self-monitoring. The findings revealed that students effectively engaged in SA when utilizing criterion-referenced pedagogical aids, comprehending their application, receiving teacher support, and acknowledging the significance of SA. These outcomes underscore the necessity of addressing all these influences comprehensively to empower students in conducting autonomous self-assessment. |
| format | Article |
| id | doaj-art-d6f9dae8171c4f2ea696c6a3dc44f36d |
| institution | Kabale University |
| issn | 2331-1886 |
| language | English |
| publishDate | 2024-12-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Cogent Social Sciences |
| spelling | doaj-art-d6f9dae8171c4f2ea696c6a3dc44f36d2025-08-20T04:03:21ZengTaylor & Francis GroupCogent Social Sciences2331-18862024-12-0110110.1080/23311886.2024.2334486Enhancing learner self-monitoring in self-assessment through the use of pedagogical resourcesKothar Talib Sulaiman Al Harrasi0University of Technology and Applied Sciences, College of Education, Muscut, OmanThe increased emphasis on self-directed learning has sparked significant interest in self-assessment (SA) within essay writing over recent decades. While prior research has predominantly examined the role of instructional tools like rubrics and checklists in guiding learners through the SA process, this study seeks to delve deeper into the various factors that might impact the utilization of these tools. Specifically conducted in a higher education (HE) setting, this study aimed to comprehend how pedagogical resources for SA are perceived, put into practice, and evolved by both students and educators, thereby offering insights into enhancing learner self-monitoring. The findings revealed that students effectively engaged in SA when utilizing criterion-referenced pedagogical aids, comprehending their application, receiving teacher support, and acknowledging the significance of SA. These outcomes underscore the necessity of addressing all these influences comprehensively to empower students in conducting autonomous self-assessment.https://www.tandfonline.com/doi/10.1080/23311886.2024.2334486SAdesign of SA taskbeliefs about SAlearner evaluative knowledgelearner self-efficacyguidance and scaffolding |
| spellingShingle | Kothar Talib Sulaiman Al Harrasi Enhancing learner self-monitoring in self-assessment through the use of pedagogical resources Cogent Social Sciences SA design of SA task beliefs about SA learner evaluative knowledge learner self-efficacy guidance and scaffolding |
| title | Enhancing learner self-monitoring in self-assessment through the use of pedagogical resources |
| title_full | Enhancing learner self-monitoring in self-assessment through the use of pedagogical resources |
| title_fullStr | Enhancing learner self-monitoring in self-assessment through the use of pedagogical resources |
| title_full_unstemmed | Enhancing learner self-monitoring in self-assessment through the use of pedagogical resources |
| title_short | Enhancing learner self-monitoring in self-assessment through the use of pedagogical resources |
| title_sort | enhancing learner self monitoring in self assessment through the use of pedagogical resources |
| topic | SA design of SA task beliefs about SA learner evaluative knowledge learner self-efficacy guidance and scaffolding |
| url | https://www.tandfonline.com/doi/10.1080/23311886.2024.2334486 |
| work_keys_str_mv | AT kothartalibsulaimanalharrasi enhancinglearnerselfmonitoringinselfassessmentthroughtheuseofpedagogicalresources |