Abstracts - Earli

Students integration of text and illustration in an assessment of reading comprehension: relationsbetween reading and reading while answeringOddny Solheim, University of Stavanger, NorwayPer Henning Uppstad, University of Stavanger, NorwayThe present study explores the idea that eye-tracking methodology can validate the intendedfunction of items in a reading comprehension test, as suggested by Pearson & Hamm (2005). Eyetrackingmethodology has been widely used for reading (Rayner, 1998), but largely ignored ineducational assessment (Tai et al., 2006) and reading assessment. In eye-tracking studies one hasusually studied the first reading of the text, and this reading behaviour has sometimes been tomeasures of reading comprehension (Hannus & Hyßnä, 1999; Hyßnä et al., 2002). As aconsequence, the actual process of reading when answering has not been focused. Assessments ofreading comprehension typically consist of reading passages accompanied by a set of multiplechoiceand constructed response questions. The present study aims at both the reading of the text(condition 1) and the reading performed while the student is answering questions related to the text(condition 2). This kind of design opens up for the study of different strategies.C 429 August 2007 08:30 - 10:30Room: HarmóniaEARLI Invited SymposiumSocially constructed self-regulated learning: Strategic regulation oflearning and motivation in socChair: Sanna Järvelä, University of Oulu, FinlandOrganiser: Sanna Järvelä, University of Oulu, FinlandOrganiser: Allyson Hadwin, University of Victoria, CanadaDiscussant: Monique Boekaerts, Leiden University, NetherlandsThe nature and assumptions underlying self-regulation in learning (SRL) have been widelydiscussed (e.g. Winne, 1995; Zimmerman, 1989), and more recently, related to motivation andemotion in learning environments (e.g. Boekaerts & Corno, 2005). The theory’s main topicsconcern how learners develop learning skills and how they can use learning skills effectively.Studying effectively by self-regulating learning is itself a skill powered by will, this is to say,directed and regulated by motivation. Although self-regulation research has traditionally focusedon an individual perspective, there is an increasing interest in considering these processes at thesocial level with reference to concepts such as social regulation, shared regulation or co-regulation.Conceptualizing SRL as a dual psychological-social phenomenon calls for the integration of SRL,as an individual psychological concept, within the social, shared and interactive processes oflearning. Such an approach is critical for understanding productive engagement and participationin real-life social learning environments. Despite the centrality of social context in models of SRL,a need has emerged to become clearer in: (a) explaining precisely the role of social and contextualinfluences on variety of phases of SRL, (b) exploring the critical phases of self and social in thestrategic regulation of learning, and (c) developing more precise language to describe what wemean by social in theory and empirical research about SRL. Papers in this symposium share thecommon goal of grappling with the social nature of self-regulated learning from different phases– 126 –