The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

2014 ◽  
Vol 85 (1) ◽  
pp. 33-46 ◽  
Author(s):  
Diana Baas ◽  
Jos Castelijns ◽  
Marjan Vermeulen ◽  
Rob Martens ◽  
Mien Segers
Keyword(s):  
Elementary Students ◽  
Assessment For Learning ◽  
Strategy Use ◽  
Metacognitive Strategy

Implicit Theory of Writing Ability: Relationship to Metacognitive Strategy Knowledge and Strategy Use in Academic Writing

2016 ◽  
Vol 16 (1) ◽  
pp. 47-63 ◽  
Author(s):  
Yves Karlen ◽  
Miriam Compagnoni
Keyword(s):  
Academic Writing ◽  
Implicit Theories ◽  
Strategy Use ◽  
Metacognitive Strategy ◽  
Implicit Theory ◽  
Writing Ability ◽  
Self Regulated Learning ◽  
Frequent Use ◽  
Human Attributes ◽  
The Relationship

Implicit theories about the nature of human attributes as either malleable or fixed influence how people perceive knowledge and approach different tasks. Two studies explored the relationship between implicit theory of writing ability, metacognitive strategy knowledge (MSK), and strategy use in the context of academic writing. The pre-study with N = 51 university students revealed a significant correlation between students’ implicit theories and their MSK. Self-reported quality and diversity of strategy use, assessed by open-ended questions, were not significantly associated with students’ implicit theories. Expanding strategy use measures, study 2 ( N = 133) found significant correlations between a more malleable theory and more frequent use of metacognitive strategies. Confirming the results of the pre-study, the results of study 2 showed that a more malleable theory of writing ability was directly associated with higher MSK. In sum, the results illustrate the importance of linking implicit theories to self-regulated learning.

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