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Learning to learn-Report-Hautamäki

Learning to learn-Report-Hautamäki

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Published by Toni de la Torre

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Published by: Toni de la Torre on Dec 20, 2011
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12/20/2011

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EU PRE-PILOTonLEARNING TO LEARNReport on the compiled data
2008-1190/001-001 TRA-TRINDC
Sirkku Kupiainen, Jarkko Hautamäki, Pekka RantanenUniversity of HelsinkiCentre for Educational Assessment2008
 
 
Contents1 Introduction...............................................................................................................32 Implementing the pre-pilot of the learning to learn instrument..................................62.1 The test.............................................................................................................72.2 The sample........................................................................................................82.3 Organization of testing....................................................................................152.4 Attrition............................................................................................................163 Results....................................................................................................................193.1 The cognitive domain......................................................................................193.1.1 Results according to the original scales..................................................203.1.2 The L2L cognitive construct(s)................................................................283.1.3 Item-level analysis of the cognitive component.......................................303.1.4 Conclusions regarding the cognitive component.....................................423.2 The affective domain.......................................................................................483.2.1 Results according to the original scales..................................................483.2.2 The L2L affective constructs....................................................................603.2.3 Item-level analysis of the affective component........................................703.2.4 Conclusions regarding the affective component......................................733.3 The metacognitive domain..............................................................................783.3.1 The metacognitive monitoring task..........................................................793.3.2 Metacognitive accuracy and confidence..................................................793.3.3 An index for metacognitive accuracy and confidence.............................853.3.4 Conclusions regarding metacognition.....................................................863.4 The three-dimension framework of learning to learn.......................................873.5 Studentsview on the test...............................................................................934 Learnings from the learning to learn pre-pilot test recommendations for the nextstage......................................................................................................................97
2
 
 
1 Introduction
Learning to learn has been the centre of growing educational interest for more than adecade. Already before the nomination of learning to learn as one of the eight keycompetences by the Commission expert group on key competences in March 2002,several interested European countries had convened in pursuit of a common instrumentfor measuring learning to learn, supported by the EU Commission. Since that, much progress has been made, culminating in the current endeavour for an indicator to themeasuring of learning to learn, realised in collaboration between the EuropeanCommission (DG EAC and CRELL) and member states, leading to the test pre-piloted ineight European countries in spring 2008 (c.f., Hoskins & Fredriksson, 2008).The pre-piloted test, built from components from four original tests more or less closelyrelated to the concept learning to learn, comprises three domains: the
cognitive
, the
affective
, and the
metacognitive
, reflecting the three key dimensions of an individual’sreadiness – willingness and ability – for life long learning.The results of the pre-pilot were originally presented, discussed and summed up atcountry level in a meeting in June 2008 between representatives of the EuropeanCommission, the expert group set up by the Commission for the project, andrepresentatives of the participating and other interested countries. The present report, based on the compiled data, analysed and summed up by the University of HelsinkiCentre for Educational Assessment (CEA), based on the Tender EAC/06/2008, can beseen to represent the end of the current phase in the quest for an indicator for one of thekey competences, learning to learn.3

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