Examining the Process of Developing Evaluative Judgement in Japanese Elementary Schools--Utilising the Co-Regulation and Evaluative Judgement Model

Autor/inn/en	Yoshida, Hideaki; Nishizuka, Kohei; Arimoto, Masahiro
Titel	Examining the Process of Developing Evaluative Judgement in Japanese Elementary Schools--Utilising the Co-Regulation and Evaluative Judgement Model
Quelle	In: Assessment in Education: Principles, Policy & Practice, 30 (2023) 2, S.151-176 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Yoshida, Hideaki) ORCID (Nishizuka, Kohei) ORCID (Arimoto, Masahiro)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0969-594X
DOI	10.1080/0969594X.2023.2193332
Schlagwörter	Evaluative Thinking; Thinking Skills; Skill Development; Foreign Countries; Elementary School Students; Formative Evaluation; Cooperative Learning; Instructional Effectiveness; Scores; Models; Feedback (Response); Interaction; Japan + Suchen Sie Ihr Suchwort? Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Ausland; Kooperatives Lernen; Unterrichtserfolg; Analogiemodell; Interaktion
Abstract	To enhance the effectiveness of formative assessment and self-regulated learning, this study focused on evaluative judgement. A process for developing evaluative judgement and co-regulation had proposed. However, this co-regulation and evaluative judgement model lacks validation for use in classroom settings; the process of developing evaluative judgement remains unclear. Thus, this study aims to examine the processes of co-regulation and development of evaluative judgement by applying the co-regulation and evaluative judgement model in a Japanese elementary school. We confirmed that evaluative judgements are shared with students through co-regulation and that both evaluative judgements and learning outcomes are enhanced. The results support the co-regulation and evaluative judgement model and partially reveal the process of the development of evaluative judgement. Evaluative judgements are expected to expand the effectiveness of formative assessment and self-regulation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01