An SRL Performance Based Assessment System for Associate Degree Electromechanical Engineering Technology Students

机电工程专业学生自主学习（SRL）评价系统[j]。本项目采用社会认知自我调节学习模式，帮助学生更有效地发展和评估他们的SRL技能。六年来，NYCCT的SRL项目一直专注于培养学生的元认知技能，使他们成为积极的、目标导向的、有弹性的和成功的。以SRL模型为框架，对参加数学和写作补习课程的一年级学生实施了各种教学干预措施，并取得了成功的结果。SRL计划还通过开发个人数字助理的SRL软件应用程序和以学生为中心的SRL网站，结合了技术的使用。该项目是在早期倡议的基础上，为一系列一年级机电课程制定和实施个性化的SRL评估系统。NYCCT等机构的许多新生在学业上准备不足，导致学业成绩差和流失率很高。（在该校的emba课程中，只有15%的学生在5年内获得副学士学位。）成为熟练的自我调节学习者的学生对如何监控和管理他们的学习过程有了更好的理解。与以前的成绩或SAT分数相比，获得SRL技能与学业成功的相关性更高。我们希望学生能够更准确地评估他们的SRL技能的变化，并将这些变化与基于表现的结果指标联系起来，包括每周小测验和主要考试。由于自我调节学习需要周期性地使用反馈来计划、实施和评估学习活动，因此SRL绩效评估系统侧重于在多个学习机会中向学生提供详细的、具体内容的反馈。该项目正在创建一个评估表格，旨在帮助学生发展和跟踪他们的SRL技能的有效性，并改善自我评估的信念。最终，该表格将与EM/SRL网站集成，该网站将为每个学生提供个人资料。在整个项目中正在执行一项综合评价计划，包括形成性和总结性因素。SRL绩效评估系统的预测结果包括：1)提高学业成绩；2)提高测验自我效能评分；3)将错误解决的EM问题的归因从无法控制的原因转变为可控的原因；4)改善适当的学习策略的选择和表达；5)更准确地估计学习成绩；6)提高对学习成绩的自我满意度。更广泛的影响。在整个项目期间，在地方、区域和国家各级进行了宣传工作。在地方一级，SRL项目正在与理工学院院长和教师合作，将评估系统纳入其他学术部门。基于过去在数学系和英语系取得的成功，以及机电工程系预期的成功，我们计划与同事一起实现转到其他学术部门。在区域一级，正在教育研究和技术会议上分享评价工作，例如纽约市立大学年度技术和课堂会议。在国家层面上，这些发现正在美国教育研究协会和电气与电子工程师学会的年会等论坛上分享。我们也写学术文章发表在评审期刊。

A Self-Regulated Learning (SRL) Assessment System for Electromechanical TechnologyStudentsEngineering (55) Intellectual Merit. This project is adapting a social cognitive self-regulated learning model to assist students to develop and assess their SRL skills more effectively. For six years, the SRL program at NYCCT has concentrated on developing students' metacognitive skills in ways that enable them to become motivated, goal-oriented, resilient, and successful. Using the SRL model as a framework, a variety of instructional interventions have been implemented with successful outcomes for first-year students enrolled in remedial math and writing courses. The SRL program has also incorporated the use of technology by developing a SRL software application for personal digital assistants and a student-focused SRL website. This project is building on earlier initiatives by developing and implementing an individualized SRL assessment system for a sequence of first-year electromechanical courses. Many incoming students at institutions like NYCCT are academically under prepared, resulting in high rates of poor academic achievement and attrition. (Within the school's EM program, only 15% of the students earn an associate degree within 5 years.) Students who become skilled self-regulated learners develop a greater understanding of how to monitor and manage their learning processes. Attainment of SRL skills has been shown to have a higher correlation with academic success than previous grades or SAT scores. We expect students to be able to more accurately assess changes in their SRL skills and link these changes to performance based outcome measures including weekly quizzes and major examinations. Because self-regulated learning entails the cyclical use of feedback to plan, implement, and evaluate learning activities, the SRL Performance Assessment System focuses on providing detailed, content-specific feedback to the student within multiple learning opportunities. The project is creating an assessment form designed to help students develop and track the effectiveness of their SRL skills and improve self-evaluative beliefs. Ultimately, this form will be integrated with an EM/SRL Website that will provide each student with a personal profile. A comprehensive evaluation plan is being implemented throughout the project, including formative and summative elements. The SRL Performance Assessment System's predicted outcomes include: 1) improved academic achievement, 2) higher self-efficacy ratings on quizzes, 3) shifts in attributions for incorrectly solved EM problems from uncontrollable to controllable causes, 4) improved selection and articulation of appropriate academic strategies, 5) more accurate estimates of academic performances, and 6) greater self-satisfaction with academic performance.Broader Impacts. Throughout the project, dissemination efforts at the local, regional, and national level have been made. On a local level, the SRL program is working with the Dean and faculty of the School of Technology to incorporate the assessment system into other academic departments. Based on past success with the math and English departments and the anticipated success in electromechanical engineering, we plan to work with colleagues to achieve transfer into other academic departments. On a regional level, the assessment work is being shared at educational research and technology meetings, e.g., the Annual CUNY Technology and the Classroom Conference. On a national level, the findings are being shared at forums such as the annual meetings of the American Education Research Association and the Institute of Electrical and Electronics Engineers. We are also writing scholarly articles for publication in refereed journals.