FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W2113302470> ?p ?o ?g. }

• W2113302470 endingPage "5" @default.
• W2113302470 startingPage "1" @default.
• W2113302470 abstract "In the December 1996 edition of American Secondary Education, in an article entitled, Beyond Rubrics and Performance Standards: Student Learning Profiles and Cognitive SelfAssessment, I described a practical method of how students could use modern computer technology analyze their own test performances and establish their own student learning profiles (Stellwagen 1996). This article is intended provide evidence that students can assess their learning successes and errors while engaging in metacognitive activities. The Goal: The Development of Metacognition Skills A shift from behaviorism cognitive psychology in the late 1950's initiated a new focus on how individuals learn, think, and acquire and apply knowledge. Cognitivists claim that students need develop skills that allow them appraise his or her own thinking, including the ability plan, activate, monitor, and evaluate actions (Walberg, 1994). These goals for student learning are also reflected in the national curriculum of the Netherlands which focuses on teaching students to learn how learn. There, Vermunt (1994) has done research which claims that the quality of learning metacognitive skills is dependent upon having students engage in high level activities that orient, plan, process-control, test, diagnose, steer, evaluate, and reflect. Consistent with this educational approach, the problem-based learning in my classroom encourages students use their own learning profile so that they can assess their individual test-taking skills, develop and implement strategies improve their performances, and finally monitor, regulate, and evaluate the success of their adopted methods. A Review of the Method Hinsdale High School District 86, Hinsdale Illinois uses John McConnell's AMSOFT computer software (1992) analyze student subtest scores from multiple choice tests. Most of these efforts are done departmentally examine any student trends that need be considered. For instance, the science departments have subdivided their test into process and content areas. The mathematics departments have subdivided student scores into different types of mathematical operations observe specific areas that need attention. As a social studies teacher, I use the AMSOFT capability generate subtest scores lead individual students self-assess and diagnose their own performance. After every test, each student is given a printout that identifies their performance on each subtest category through the use of a z-score. A z-score provides the student with a standard score so that comparisons with other students in the class can be made. For example, a z-score of zero places the student as the middle student. A positive z-score places a student in the upper one half; a negative z-score places a student in the bottom one half of test scores. Students keep a record of their z-score performance on a Learning Profile Sheet. Halfway through the semester, each student then inputs their zscores on an Excel spreadsheet which allows them generate a graph of their performance scores so that they can observe a visual representation of their efforts. When this is completed, the students are asked describe their test taking efforts and prescribe learning plans aide them in improving their classroom performances. Using the remaining tests of the semester, the students then examine the successfulness of their newly-formed learning strategies. I have divided the subtests of my exams into following five self-assessment categories: 1. Instructional Style: Was the test question based on information that was presented orally or from information that came from the assigned reading? 2. Question Format: Is there a difference between the student test scores on multiple-choice items and true-and-false items? 3. Thinking Style: Do students perform better on recall questions or on higher order abstract thinking items? …" @default.
• W2113302470 created "2016-06-24" @default.
• W2113302470 creator A5018266984 @default.
• W2113302470 date "1997-12-01" @default.
• W2113302470 modified "2023-09-23" @default.
• W2113302470 title "Phase Two: Using Student Learning Profiles to Develop Cognitive Self-Assessment Skills" @default.
• W2113302470 hasPublicationYear "1997" @default.
• W2113302470 type Work @default.
• W2113302470 sameAs 2113302470 @default.
• W2113302470 citedByCount "2" @default.
• W2113302470 countsByYear W21133024702014 @default.
• W2113302470 crossrefType "journal-article" @default.
• W2113302470 hasAuthorship W2113302470A5018266984 @default.
• W2113302470 hasConcept C111640148 @default.
• W2113302470 hasConcept C118147538 @default.
• W2113302470 hasConcept C134290984 @default.
• W2113302470 hasConcept C134895398 @default.
• W2113302470 hasConcept C145420912 @default.
• W2113302470 hasConcept C151730666 @default.
• W2113302470 hasConcept C154945302 @default.
• W2113302470 hasConcept C15744967 @default.
• W2113302470 hasConcept C169760540 @default.
• W2113302470 hasConcept C169900460 @default.
• W2113302470 hasConcept C187029079 @default.
• W2113302470 hasConcept C19417346 @default.
• W2113302470 hasConcept C2777267654 @default.
• W2113302470 hasConcept C41008148 @default.
• W2113302470 hasConcept C47177190 @default.
• W2113302470 hasConcept C77805123 @default.
• W2113302470 hasConcept C77967617 @default.
• W2113302470 hasConcept C86803240 @default.
• W2113302470 hasConceptScore W2113302470C111640148 @default.
• W2113302470 hasConceptScore W2113302470C118147538 @default.
• W2113302470 hasConceptScore W2113302470C134290984 @default.
• W2113302470 hasConceptScore W2113302470C134895398 @default.
• W2113302470 hasConceptScore W2113302470C145420912 @default.
• W2113302470 hasConceptScore W2113302470C151730666 @default.
• W2113302470 hasConceptScore W2113302470C154945302 @default.
• W2113302470 hasConceptScore W2113302470C15744967 @default.
• W2113302470 hasConceptScore W2113302470C169760540 @default.
• W2113302470 hasConceptScore W2113302470C169900460 @default.
• W2113302470 hasConceptScore W2113302470C187029079 @default.
• W2113302470 hasConceptScore W2113302470C19417346 @default.
• W2113302470 hasConceptScore W2113302470C2777267654 @default.
• W2113302470 hasConceptScore W2113302470C41008148 @default.
• W2113302470 hasConceptScore W2113302470C47177190 @default.
• W2113302470 hasConceptScore W2113302470C77805123 @default.
• W2113302470 hasConceptScore W2113302470C77967617 @default.
• W2113302470 hasConceptScore W2113302470C86803240 @default.
• W2113302470 hasIssue "2" @default.
• W2113302470 hasLocation W21133024701 @default.
• W2113302470 hasOpenAccess W2113302470 @default.
• W2113302470 hasPrimaryLocation W21133024701 @default.
• W2113302470 hasRelatedWork W1535064734 @default.
• W2113302470 hasRelatedWork W1963723687 @default.
• W2113302470 hasRelatedWork W2085482882 @default.
• W2113302470 hasRelatedWork W2105882791 @default.
• W2113302470 hasRelatedWork W2109527079 @default.
• W2113302470 hasRelatedWork W2112084959 @default.
• W2113302470 hasRelatedWork W2130630908 @default.
• W2113302470 hasRelatedWork W2338822651 @default.
• W2113302470 hasRelatedWork W2374897360 @default.
• W2113302470 hasRelatedWork W2559601313 @default.
• W2113302470 hasRelatedWork W260036717 @default.
• W2113302470 hasRelatedWork W27803997 @default.
• W2113302470 hasRelatedWork W2963058016 @default.
• W2113302470 hasRelatedWork W2963894730 @default.
• W2113302470 hasRelatedWork W3044162920 @default.
• W2113302470 hasRelatedWork W3112828696 @default.
• W2113302470 hasRelatedWork W3181415041 @default.
• W2113302470 hasRelatedWork W864786740 @default.
• W2113302470 hasRelatedWork W1587613240 @default.
• W2113302470 hasRelatedWork W2913994717 @default.
• W2113302470 hasVolume "26" @default.
• W2113302470 isParatext "false" @default.
• W2113302470 isRetracted "false" @default.
• W2113302470 magId "2113302470" @default.
• W2113302470 workType "article" @default.