Commitment to Thinking and the Perspective of Hope

Transcription

1 Commitment to Thinking and the Perspective of Hope An overview of the framework for assessing learning-to-learn in Finland Markku Niemivirta University of Helsinki, Finland

2 How it all started National Board of Education: A new framework for evaluating educational outcomes in 1998 Learning-to-learn competencies (LLCs) and motivation for lifelong learning were considered as some of the key objectives within the framework

3 How it all started The intertwined constructs were viewed as outcomes not achievabl" through any particular school subject as such, but rather as common pedagogical goals to all school subjects

4 How it all started In 1996, a project was launched, which aimed at identifying the key LLCs among young adolescent students Formal objective was to develop a set of indicators that permitted a nationwide assessment of LLCs

5 Conceptual issues Key competencies represent a transferable, multifunctional package of knowledge, ski#s and attitudes...

6 Conceptual issues LLCs: The competencies necessary to organize and regulate one s learning, both alone and in groups; to acquire, process, evaluate and assimilate new pieces of knowledge; and to apply these competencies in a variety of contexts...

7 Conceptual issues LLCs: The ability and willingness to adapt to novel tasks, activating one s commitment to thinking and the perspective of hope by means of maintaining one s cognitive and affective self-regulation in and of learning action

8 Conceptual issues Adaptation: The student s active action for attaining a balance between the current and the anticipated state Commitment to thinking: The active use of intellectual competencies relevant for the task performance Perspective of hope: The balance between facilitating and inhibiting affective and motivational forces that influence the activation of relevant skills and abilities as well as their effectiveness in relation to the given task

9 From a fuzzy construct... Any task or learning situation activates the students prior knowledge and skills (learning domain) as well as the mental tools at their disposal (reasoning domain)

10 From a fuzzy construct... Tasks reflecting the learning domain: %erbal-argumentational comprehensio& (extracting and identifying the meaning in different types of texts) quantitative-relational comprehensio& (the use of mathematical-analytical operations) cultural knowledge (orientation in time, place, and culture)

11 From a fuzzy construct... Tasks reflecting the reasoning domain: logical reasoning (inductive, deductive, and/or abductive reasoning) reflective abstraction (classification, control and exclusion of variables, ratio and proportionality of variables, compensation and correlation, construction and use of models, etc.).

12 From a fuzzy construct... Facilitating motivational constructs: Factors whose presence is likely to have a positive influence on achievement-related behavior or classroom engagement as such or in relation with other factors

13 From a fuzzy construct... Inhibiting motivational constructs: Factors whose presence is likely to have a negative influence on achievement-related behavior or classroom engagement, or which inhibit the possible positive influence of other motivational factors

14 LEARNING TO LEARN the ability and willingness to adapt to novel tasks, activating one s commitment to thinking and the perspective of hope by means of maintaining one s cognitive and affective selfregulation in and of learning action Context-Related Beliefs (diversity and conflicts within cultures and between generations) Self-Related Beliefs Learning Competences Societal Frames Valuing Schooling and/or the Constitution of Knowledge at Work Valuing Reflection and Intellectual Pondering Valuing Moral Values and Moral Capacity Interpretation of Future of Education, Work and Societies (Changes in Certainties Reflective Abstraction and...to practically and Risks) feasible Academic Selves instrumentation... Formal Schemata at School Integrating Learning and Reasoning (Extended, Academic Self-Concepts Practical, Perceived Support for Learning and Studying Parents Attitudes Teachers Attitudes Schoolmates Attitudes Other Significant Others s Attitudes Learning motivation Goal Orientations School Value Fear of Failure Academic Withdrawal Action-Control Beliefs Means-Ends Beliefs, Agency Beliefs, and Control Expectancy Estimated Use of Study Skills Estimated Use of Learning Opportunities Assignment/ Task Acceptance Direct, Dynamic Assessment of Situational Self-Appraisals Self-Evaluation Self-Esteem, Self-Worth, Self-Assurance Social Self-Concept Support from Significant Others to Oneself Socio-Moral Self at School Self-Awareness Future Orientation Expectations/Anticipations of Own Future (Future and Possible Selves) Learning Domain Verbal-Argumentational Comprehension Quantitative-Relational Comprehension Cultural Interpretations and Knowledge Reasoning Domain Logical Reasoning Problem Solving and Authentic Work Task) Management of Learning Real Use of Study Skills Compiling Actions and Operations Affective Self-Regulation Epistemic Resilience/ Persistence with Post- Failure Reflectivity Tuning for Affordances for Learning Activities, Management of Resourcefulness Setting the Aspiration Level, and Tolerance for Ambivalences and for Hope-of-Success/ Fear-of-Failure

15 LEARNING TO LEARN the ability and willingness to adapt to novel tasks, activating one s commitment to thinking and the perspective of hope by means of maintaining one s cognitive and affective selfregulation in and of learning action Context-Related Beliefs (diversity and conflicts within cultures and between generations) Self-Related Beliefs Learning Competences Societal Frames Valuing Schooling and/or the Constitution of Knowledge at Work Valuing Reflection and Intellectual Pondering Valuing Moral Values and Moral Capacity Interpretation of Future of Education, Work and Societies (Changes in Certainties and Risks) Perceived Support for Learning and Studying Parents Attitudes Teachers Attitudes Schoolmates Attitudes Other Significant Others s Attitudes Learning motivation Goal Orientations School Value Fear of Failure Academic Withdrawal Action-Control Beliefs Means-Ends Beliefs, Agency Beliefs, and Control Expectancy Academic Selves at School Academic Self-Concepts Estimated Use of Study Skills Estimated Use of Learning Opportunities Assignment/ Task Acceptance Direct, Dynamic Assessment of Situational Self-Appraisals Self-Evaluation Self-Esteem, Self-Worth, Self-Assurance Social Self-Concept Support from Significant Others to Oneself Socio-Moral Self at School Self-Awareness Future Orientation Expectations/Anticipations of Own Future (Future and Possible Selves) Learning Domain Verbal-Argumentational Comprehension Quantitative-Relational Comprehension Cultural Interpretations and Knowledge Reasoning Domain Logical Reasoning Reflective Abstraction and Formal Schemata Integrating Learning and Reasoning (Extended, Practical, Problem Solving and Authentic Work Task) Management of Learning Real Use of Study Skills Compiling Actions and Operations Affective Self-Regulation Epistemic Resilience/ Persistence with Post- Failure Reflectivity Tuning for Affordances for Learning Activities, Management of Resourcefulness Setting the Aspiration Level, and Tolerance for Ambivalences and for Hope-of-Success/ Fear-of-Failure

16 Instrumentation Total costs per student 2000 Both paper-and-pencil and computerized versions of the tasks and scales are available

17 Samples

18 Samples Year Grade Sample N Pilot National National Helsinki Upper sec. National Helsinki Vantaa Folk High National National Vocational Helsinki National Vantaa (follow-up) Helsinki Helsinki 700

19 Variable-focused analyses Trends & interactions

20 Orientation: Mastery 7.0 Female Male

21 Orientation: Avoidance 5 Female Male

22 Why participate: Enjoyment 5.5 Female Male

23 Text macro-processing 17.0 Female Male

24 Task interest 4.5 Female Male

25 Optimism 6.0 Female Male

26 Text macro-processing 48.0 Girls Boys grade Vocational General upper Lower Secondary Upper Secondary

27 Identification of relevant information 12.0 Girls Boys grade Vocational General upper Lower Secondary Upper Secondary

28 Avoidance goal orientation 5.0 Girls Boys grade Vocational General upper Lower Secondary Upper Secondary

29 Trying hard & being able 6 Agency:effort Agency:ability grade 9-grade Gymnasium

30 Person-focused analyses Different types of individuals

31 Different types of students 1.8 Mastery-intrinsic orientation Perf.-approach orientation Avoidance orientation Mastery-extrinsic orientation Perf.-avoidance orientation Learners Achievers Performers Avoiders Non-committed

32 Different types of students Fear of failure Academic withdrawal Learners Achievers Performers Avoiders Non-committed

33 Different types of students Means: effort Means: ability Learners Achievers Performers Avoiders Non-committed

34 Different types of students GPA Female Male Learners Achievers Performers Avoiders Non-committed

35 Different types of students Text macro-processing Female Male Learners Achievers Performers Avoiders Non-committed

36 Person-focused analyses Interactions between individuals and situations

37 Different types of students 5 Task-involved condition Ego-involved condition Self-efficacy Learners Performers Avoiders

38 Different types of students 5 Task-involved condition Ego-involved condition Self-handicapping Learners Performers Avoiders

39 Different types of students Task-involved condition Ego-involved condition Task performance

40 Different types of students 16.0 Female Male Task-involved condition Ego-involved condition Task performance

41 Multilevel analyses

42 6.9% 12.8% 6th grade 9th grade Between-school variance: Text macro-processing

43 5.5% 7.2% 6th grade 9th grade Between-school variance: Identification of relevant information

44 6.3% 2.2% 6th grade 9th grade Between-school variance: Mastery goal orientation

45 1.8% 7.0% General upper secondary Vocational Between-school variance: Mastery goal orientation

46 Communicating results Variable-focused description

47 Profiles National norms Average of the top quartile Median Average of the bottom quartile School/Class ID

48 Communicating results Person-focused description

49 Configurations 100% Learners Achievers Performers Avoiders Non-Committed 75% 50% 25% Proportion of students in each group School/Class ID

50 Some critical notions

51 You can t get it all... Well-structured paper-and-pencil tests Competence tasks use multiple-choice format Isolating cognitive and motivational components Is it about intelligence? What is the added value?

52 Current situation & future prospects

53 On-going projects Follow-up of the pilot-study (1996) sample (N = 216) Focus on educational choices and career paths School effectiveness in Helsinki Focus on identifying educational practices in schools which vary in terms of both average performance level and parent s educational level

54 On-going projects The Vantaa -follow-up study Focus on the stability and change in lower secondary school students LLCs Dynamics of test taking Focus on identifying factors that influence students task acceptance and performance