RETHINKING EVALUATION FOR PROMOTING

SELF-REGULATED LEARNING

Raúl A. Polanco Morales

Secretaría de Educación de Q. R.
November 2010
 Any similarity to someone you know
(including teachers), is purely coincidental!
 For the evaluation
to be fair, all of you
will have the same
challenge: to climb
up that tree!
BUT… WHAT IS EVALUATION?
EVALUATION AS A PROCEDURE

Analysis and
judgment
1 2 3

Gathering Taking
information decissions
FUNCTIONS OF EVALUATION

FUNCTIONS

SOCIAL PEDAGOGICAL

Selection Regulation of the learning-

Student
Orientation teaching process
 EVOLUTION OF EVALUATION
New paradigm
ALTERNATIVE
ASSESSMENT
FORMATIVE
ASSESSMENT

Student and teacher regulated

EVALUATION Teacher regulated

Traditional School regulated

paradigm
ALTERNATIVE ASSESSMENT…
WHAT IS IT?
 STUDENT’S MEANINFUL LEARNING

To facilitate

ASSESSMENT AS REGULATION

TEACHER’S REGULATION STUDENT’S SELF-REGULATION

is grounded in
For adequating the For gaining autonomy
teaching process to CONTINUAL LEARNING and for building up a
the students’ needs REGULATION personal learning
and progressions system
is grounded in
teacher SOCIAL
INTERACCION Contents
(didactic
resources)

student

Elements favoring the process:

COMUNICATION NEGOCIATION AGREEMENT

for facilitating For reaching
AN ALTERNATIVE PROPOSAL TO CLASSROOM
EVALUATION
 A MODEL OF CONTINUAL REGULATED LEARNING

RESPONSABILITY OF LEARNING

T S
Metacognition and learning theories Self-assessment theories
(Werner and Kluve, Noel) (Allal)

Self-regulated learning theories Learning activity theories

(Zimmerman and Schunk) (Wertsch , Talizina)

PERSONAL LEARNING SYSTEM

CONDITIONS TO CONTINUAL REGULATED- LEARNING

l is h
Estab nism
a
mech ntrol
of co d
an
ation
regul

Develop
metacognitive
skills

Promote active
participation and social
interaccion
 Ss
learn
how
to
learn
Ss learn how to self-assess
Ss learn how to regulate their own thinking and
learning processes
SELF-REGULATION: METACOGNITIVE KNOWLEDGE
 SELF-REGULATION OF LEARNING

Has as pedagogical priorities

Communication of
Control by students of action Appropriation by students of
objectives
anticipation and planning criteria and instruments of
procedures assessment
and

Verification of students’
representations about
learning objectives
ELABORATION ON OBJECTIVE REPRESENTATION

CONDITIONS:

For the students: Decode the teacher’s intentions

 Guessing the expert’s logic
For the teacher: Assure Ss have constructed the goal
representation:
 Start the didactic sequence by setting the objectives to be met
 Assign activities (simple, concrete, the closest to Ss’ interest
and experience)
 Use instruments for helping Ss develop self-regulated skills
 INSTRUMENTS FOR ASSESSING

INITIAL OBJECTIVES ANTICIPATION REPRESENTATION LEARNING

ASSESSMENT REPRESENTATION AND PLANNING OF ASSESSMENT OUTCOMES
CRITERIA

-Conceptual maps -Learning -Orientative basis -Rubrics -Conceptual maps

(individual work) precontracts of action - Learning -Projects
-Formularios KPSI - Revision of past - Learning logs contracts -Role play
- Open end-up classes students’ - Check lists -Learning logs - “Reflective”
questions works and - Diagrams - Exams written exams
- exam/ test analysIs of by students with - Reflections
desirable qualities assessment
of work criteria
-Conceptual maps
(group work)
 Topic: _______________________

Answer as it is indicated:

A) I have already studied the concept:

1 = Yes
KPSI inventory 2 = No

An instrument of self- B) The degree I know/understand the concept:

evaluation where students
evidence their believes
about a given topic.
1 = I don’t know/understand the concept
2) I hardly know/understand the concept
3) I know/understand the concept well
4) I can explain the concept to a classmate

Concept A) Previous B) Knowledge

Knowledge

The use of the present

continuous tense
CONCEPTS MAPS
Structure:
Diagrams showing has Verb “Be” + verb -ing
relationships among
concepts. They
encourage creativity and Present
interaction among continuous
students, and are also My sister is reading.
good instruments for
is used
synthesis and
recaptitulation.
For actions happening
now.

LEARNING (PRE)CONTRACTS
Means for making explicit
the agreements and pacts
of negotiations between
the teacher and students
concerning contents, goals
to meet, and criteria to
evaluate. They permit to
see how students´
perceptions evolve within
the learning process.
Name: ______________________
Topic: Present continuous
Objectives A B C Comments
Do I know how to form the
present continuous?
Can I conjugate the present
of the verb “be”?
Do I remember the spelling
of irregular gerunds?
Do I know when to use the
present continuous?
A = I know it well B = I hardly remember it C = I don´t know it
Whenever you mark “B” or “C”, you will need to explain the reason of
your answer
ANTICIPATION AND PLANNING OF THE ACTION

Any individual before acting needs to represent the

action mentally if s/he wants to succeed
How ACTION should be orientated, executed and regulated

REPRESENTATION ANTICIPATION PLANIFICATION

-Category of problem - Required strategies - Design of a plan of

- Task rationale - Expected outcomes action
- Objective
- Needed operations - Selection of most
- Required knowledge convenient strategies
- Conditions for task
fulfillment
WHY IS IT ADVISABLE THAT STUDENTS APPROPRIATE OF CRITERIA AND
INSTRUMENTS OF EVAUATION?

• Students need to recognize and get familiarized with the evaluation criteria as they are the
only means to verify how close they are from the objectives set.

• It informs how well he has done in anticipating, planning and executing the task, as well as,
it gives him the possibility to activate the control-regulation system over his actions, while
performing the task.
• Student should know them as it is key when it comes the time of deciding if he has
understood a concept, know the procedure, or has the expected attitude.
WHAT IS IT IMPORTANT TO EVALUATE-REGULATE WHEN LEARNING?

WHERE DO WE ORIENTATE THE LEARNING TO? HOW DO WE REALISE IT?

WHAT IS ITS OBJECTIVE? WHAT SHOULD BE DONE? HOW DO WE KNOW IT HAS

BEEN DONE CORRECTLY?
What is the problem/task What strategies can I use?
proposed? What is the expected What is the criteria I need
What kind is it? outcome? to consider to know I am
What is the reason for Which operations do I need approching the goal?
doing it, its objective? to do? What is the difference
What previous knowledge What’s the sequence/order? between the planning and the
do I need to activate? How can I plan the action? results?
What
inconsistencies/mistakes have
I noticed?
What could the causes be?
Evaluating is not only “showing” what students can do but
“improving” and “reflecting” on what they have done.
ISSSUES TO BE ADRESSED:

1) People´s considerations, included parents and educators, about what

role assessment ought to play;
2) The public may not be ready for nontraditional assessment; parents
may not understand innovative trends in education;
3) Implementation might become a major problem, unless it is
supported by research-based studies, conferences and seminars.
 CONCLUSIONS

“Evaluation should become a reflexive process where the one who learns
takes consciousness of himself/herself and his/her goals, and the one who
teaches becomes the guide who orientates the student towards the meeting
of cultural and formative goals”
(Bordas and Cabrera,
2001)
 CONCLUSIONS
“Education does not end up in the ruled school nor after completing professional
studies but it entails a permanent updating knowledge and self-regulated
learning provides a means to reach it”
(Majo,
1997)
“Give a man a fish, and you feed him for a day. Teach a
man to fish and you feed him for a life”

Chinese proverb
THANKS FOR YOUR TIME AND ATTENTION

RAUL POLANCO MORALES

coordinacioninglesqr@hotmail.com