JURE 2012 Programme book - EARLI Jure 2012

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80 JURE 2012 Conference Programme interpersonal attributions to lack of effort and persist longer on the next task. Discrepancies between Study 1 and Study 2 findings, as well as the overall influence of teachers’ emotions on students are discussed. PA.5.2. Portfolio Use across the Learning Spectrum Paper Session, 9.30-‐10.30, Room: VG 1.31 Chair: Thomas Schley Using portfolios as a tool for learning: dream or reality? Diana Baas Nowadays a growing number of primary schools are looking for modes of assessment that are more congruent with their approach to learning and teaching. These schools wish to integrate aspects of Assessment for Learning (AfL) in their educational practice by means of a portfolio. In spite of the popularity of portfolios, different definitions are used and a wide array of formative purposes is being served. The literature emphasizes portfolio assessment as a tool to promote students’ ownership of their learning process by monitoring their development, reflecting on leaning, providing feedback on work and engaging students in reflective student – teacher dialogue. This study focuses on the question whether portfolios are used for AfL purposes in Dutch primary schools. Semi-‐structured interviews with principals, teachers, students (grade 4 to 6) and parents were conducted in ten primary schools. The interviews focused on the setting and the purpose of portfolio assessment. Validated summaries of the interviews were coded with MAXQDA using a grounded theory approach. The results show that schools participating in this research use portfolios to promote characteristics of AfL. Portfolio assessment is perceived as a powerful tool to give students responsibility in their learning process by formulating learning goals, monitoring their learning process and reflecting on their learning. Furthermore, feedback is provided on student learning in reflective student – teacher dialogue. The power of a portfolio can be improved with respect to the portfolio as a tool to provide parents insight in their children’s development and the use of a portfolio as a communication tool. Assessing Expertise in Teaching as Revealed by Teacher Portfolios – Estonian Case Anne Okas Quality teaching is now recognized as a result of complex interactions between teachers´ beliefs and behavior in a certain context. Many countries have demonstrated increasing interest in the assessment of teachers. We can use different instruments to assess teachers´ expertise and one possibility is to use portfolio. A portfolio based assessment method developed by van der Schaaf is used in this research. The usage of portfolio methods to document professional competences in teaching is not very common in Estonia. The issue how the effects of portfolio methods can be determined has received a very little attention. Ten expert teachers and 10 novice teachers who created portfolios by certain rules participated in this research. Current paper identifies the expertise in teaching of participants in various dimensions: planning and delivery as revealed by teacher portfolios. The objectives of the class verbalized by the teachers, the assessments of teachers´ behavior made by their students, and the assessments based on portfolios is made by independent raters. Teachers´ expertise to develop students learning skills is judged. The aim of this paper is to explore differences of novice and expert teachers. Current research brings out the differences between experts and novices in planning and delivery phases. The novice teachers focus more on development of the knowledge and facts, and they pay less attention to how students acquire this knowledge. The expert teachers focus more on development of the students´ learning skills that enable the students to acquire and interpret new knowledge. An
JURE 2012 Conference Programme Friday, July 27 analysis of the objectives of the class allowed the teachers to be grouped into three categories, which were formed based on the goals and objectives set during the class. PA.5.3. Feedback Effects on Self-‐Regulated Learning: Technological Advances Paper Session, 9.30-‐10.30, Room: VG 1.36 Chair: David Litalien Effects of interactive learning questions in an online study Max Knaut One way to support learners in self-‐regulated learning processes is to provide them with learning questions. Learning tasks can activate prior knowledge, direct the attention to relevant content and show the demands of a specific learning situation. Further, they facilitate learners' practice and studying process. Learning questions have been proved to be an effective support for learners (Hamaker, 1986). In computer based learning environments informative tutoring feedback can be used. After answering a learning question incorrectly feedback including strategic information leading to the correct solution is provided. In case of a correct response, the given feedback justifies the answer with further information. Interactive learning questions including informative tutoring feedback can be used to evaluate the progress of knowledge and skill acquisition (Kapp, Narciss, Körndle & Proske, 2011). The present study reports a positive effect of interactive learning questions in a computer based learning environment on the topic “The Berlin Wall”. For the experimental group one third of the text was supported with learning questions. The control group read the learning material without learning questions. A significant learning effect for the experimental group was found. They scored better in the post-‐knowledge test than the control group. Significantly better learning results were additionally found in test items which related to content that was not supported with learning questions. In this study learning questions assist on a metacognitive and a motivational level. Research should further focus on those metacognitive and motivational functions. How a graphical visualization of dilatory behaviour improved self-‐regulated learning Kristin Schmidt The scope of this study was to investigate effects of a graphical visualization of dilatory behaviour on self-‐regulated learning. In a series of web-‐based self-‐monitoring protocols, participants (N = 49) recorded their class preparation. In the experimental condition, they received individual scores of dilatory behaviour mirrored in an individual line chart. We were interested in whether potential advantages of the line chart can be traced back to non-‐specific signalling of dilatory behaviour or to specific individual feedback. Therefore, we compared the experimental group with two control groups: without visualization or with random visualization. The random visualization was expected to have a signalling but no feedback effect. Results supported the effects of signalling and individual feedback. Participants with random or veridical visualizations were more likely to engage in self-‐reflection, but only those who received veridical feedback were more likely to regulate their dilatory behaviour and improve self-‐ regulated learning. Thus, the visualization induced beneficial self-‐reactivity effects. 81
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