Assessment model incorporating reflection to support the development of a self-directed learner in lower secondary education

• In Event: AERA Poster Session Thursday 9:45am
  In Poster Session: Division H Poster Session: Assessment in Schools

Abstract

Fostering the development of self-directed learners is one of the central goals of today's education system. Although the concept of self-directed learning(SDL) originates in adult education, research has shown that its development should begin early. Linking reflection with assessment is one possible approach to supporting SDL. The aim of this qualitative study was to design an assessment model incorporating reflection for students in lower secondary school level, in order to support the development of self-directed learners. Semi-structured interviews were conducted with students and teachers, and the data were analyzed using inductive content analysis. Drawing on the collected data as well as the theoretical frameworks of Brockett and Hiemstra (1991) and Costa and Kallick (2004), a comprehensive model was created.

Authors

• Annika Kuus, Rõuge Basic School

• Katre Lambot, Tallinn French Lyceum

• Kerli Kõiv, University of Tartu

• Katrin Saks, University of Tartu