Self-Regulated Learning as a Competence: Implications of Theoretical Models for Assessment Methods
Abstract
Lively research on self-regulated learning has produced a great number of models of self-regulated learning competence and it is still a challenge to integrate them within a single coherent framework. However, such a framework is necessary for, among other reasons, the development of valid assessment methods. We argue that one common characteristic of all models is that they consider the competence to make solid comparisons as a key competence of self-regulated learning. However, the kind of comparisons and the kind of standards used for these comparisons differ between models. The same is true for assessment methods. Valid assessment methods also have implemented comparisons and they also differ concerning the kind of comparison and the kind of standards used for assessment. In order to categorize both, models as well as assessment methods, we propose to distinguish between component models and process models of self-regulated learning. Component models imply the use of offline standards for assessment whereas process models imply the use of online standards. Both offline and online standards can be either quantitative or qualitative. We show that using qualitative standards leads to a higher validity of the assessment than using quantitative standards. This advantage of qualitative standards can be shown for both offline standards as well as online standards.
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Coding is based on a quantitative approach: the more points, the better the application of skills/strategies.
“Coding is based on a quantitative approach (Wirth and Leutner 2008): the more points, the better the application of skills/strategies.”
From Transfer of metacognitive skills in self-regulated learning: an experimental training study (2020) · cites this paper as Wirth and Leutner 2008
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Schellenbach‐Zell, J. (2009) · Cited by 11 · see citing works
Schuler, N., Villiger, C., & Krauß, E. (2024) · Education Sciences · doi:10.3390/educsci14070778 · Cited by 12 · see citing works
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Self-citationLangner, A., & Pesch, M. (2023) · Education and human development · doi:10.5772/intechopen.113882 · Cited by 7 · see citing works
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Self-citationBegabungsförderung, Leistungsentwicklung, Bildungsgerechtigkeit – für alle!
(Westf), M. B. 2. M., Fischer, C. G., Fischer-Ontrup, C., Käpnick, F., Neuber, N., Solzbacher, C., Zwitserlood, P., & Verlag, W. (2020) · Waxmann Verlag GmbH eBooks · doi:10.31244/9783830990673 · Cited by 7 · see citing works
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Nur vertiefen oder auch wiederholen? Differenzielle Verläufe kognitiver Lernstrategien im Semester
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Self-citation
- Authors
- Wirth, J., & Leutner, D.
- Affiliations
- University of Duisburg-Essen (DE)
- Venue
- Zeitschrift für Psychologie / Journal of Psychology
- Publisher
- Hogrefe Publishing Group
- Published
- 2008-01
- Volume
- 216
- Issue
- 2
- Pages
- 102-110
- ISSN
- 0044-3409 (ISSN-L)
- OpenAlex
- W1924037407
- Cited by
- 158
- References
- 44
- Citations by year
- 2026: 6 · 2025: 7 · 2024: 11 · 2023: 10 · 2022: 11 · 2021: 13 · 2020: 12 · 2019: 9 · 2018: 3 · 2017: 8 · 2016: 11 · 2015: 16 · 2014: 6 · 2013: 14 · 2012: 7
- FWCI
- 8.19
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Zeitschrift für Psychologie (publishedVersion)
- Funders
- Deutsche Forschungsgemeinschaft
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Social Sciences › Psychology › Developmental and Educational Psychology › Educational and Psychological Assessments
- Social Sciences › Education › Student Assessment and Feedback
- Keywords
- student self-regulation, competence model, component models, process model, assessment validity, quantitative standards
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