Learning To Learn Assessment In Classroom Situation

Learning to learn is an important part of the key competences and the goal of a new round of education reform.How to evaluate learning to learn is an important and difficult problem in educational research.There are two orientations in the study of learning to learn:cognitive psychology and socio-cultural view.At present,the assessment of learning to learn is mostly based on the theoretical framework of cognitive psychology,which divides learning to learn into cognitive,emotional and other psychological components.This method fails to reflect the learners’action ability in real situation.In response to this problem,this study focuses on the classroom situation and explores the performance of learning in the real situation.Taking this as the goal,this research is mainly carried out in three aspects:firstly,this research develops a classroom observation table to provide research tools for learning to learn assessment in classroom situation.Secondly,lacking effective assessment tool learning to learn in China as the criterion for the newly developed classroom observation table,this research localized the self-reported scale of learning to learn developed by Hautam(?)ki et al.Finally,this research selects different types of learning to learners for classroom observation to explore the Chinese students’classroom performance of learning to learn.The results are as follows:(1)Based on the summary of existing relevant research,this research puts forward a performance framework of learning to learn performance including 10dimensions such as self-regulation.Through teacher interviews and expert review,a classroom observation form of learning to learn is obtained,which contains 53indicators.The preliminary observation of 40 people finds that these indicators have good observability,comprehensibility and authenticity.The analysis of classroom observation data of 213 people shows that the learning to learn classroom observation table basically fits the original model(χ~2/df=47.397/38=1.247,RMSEA=.034,CFI=.956,TLI=.941,SRMR=.107),and the internal consistency reliability is close to the acceptable level(Cronbachαis.586).(2)By translation,back translation,comparative review,teacher inspection,student cognitive interview,the Learning to Learn Scale developed by Hautam(?)ki and his colleagues is adapted into the corresponding Chinese version.Through the test of358 people,it is found that the metrological quality of some tasks of the adapted scale can not reach an acceptable level.By inviting experts to propose the new question and the small-scale test of 133 people,it is confirmed that the question revision meets the improvement needs.The quality of the revised scale was tested by 919 people.The results showed that its reliability and validity reached an acceptable level.Using the localized self-reported learning scale,the criterion validity of the learning to learn classroom observation scale is confirmed.(3)Using latent profile analysis to analyze the assessment data of self-reported learning to learn scale,four types of learning learners are found:comprehensive,medium,backward and progressive.80 of the four types of learning learners are selected as the classroom observation objects,and the classroom observation is carried out by using the learning to learn classroom observation table developed by this research.It is found that the comprehensive learners always performed best in self-regulation,time and environment management and resource information management.The backward learners have the most help seeking and cooperation behavior,and the openness of the backward and progressive learners are more prominent than that of the comprehensive and medium learners.The main innovations of this research are as follows:firstly,this research proposes a comprehensive performance model of learning to learn competences,which not only provides a theoretical framework for the development of learning to learn classroom observation table in this research,but also provides a theoretical reference in the future for the assessment of learning to learn based on real situations.Secondly,this research develops a learning observation table suitable for the classroom environment,which is not only an important exploration of learning to learn assessment in real situation,but also provides a useful tool for teachers and researchers to carry out learning to learn assessment in the classroom.Thirdly,through the localization of learning to learn scale developed by Hautam(?)ki and his collegues,this research offers a reasonable criterion for the classroom observation table in this study one side,and provides a self-reported learning to learn scale suitable for Chinese middle school students on the other side.Finally,through classroom observation,this research finds different types of learning performance,which supplement the theory of learning performance and provides a basis for the development of a progressive learning to learn scale based on real situation at a later time.