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

机电类学生自主学习评价系统的研究 该项目采用社会认知自我调节学习模式，以帮助学生更有效地发展和评估他们的自主学习技能。 六年来，在NYCCT的SRL计划一直专注于发展学生的元认知技能的方式，使他们成为动机，目标导向，弹性和成功。 使用SRL模型作为一个框架，各种教学干预措施已经实施了成功的结果，一年级学生参加补救数学和写作课程。SRL计划还通过为个人数字助理开发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。该项目是建立在早期的倡议，通过开发和实施一系列第一年机电课程的个性化SRL评估系统。 许多像NYCCT这样的机构的新生在学术上准备不足，导致学业成绩差和自然减员的比例很高。 （在学校的EM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更好地了解如何监控和管理他们的学习过程。 SRL技能的获得已被证明与学术成功的相关性高于以前的成绩或SAT成绩。 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绩效的结果衡量标准联系起来，包括每周测验和主要考试。由于自我调节学习需要循环使用反馈来计划，实施和评估学习活动，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，特定内容的反馈。 该项目正在创建一个评估表，旨在帮助学生发展和跟踪他们的自我学习技能的有效性，并提高自我评价的信念。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。 正在整个项目中执行一项全面评价计划，包括形成性和总结性要素。SRL绩效评估系统的预测结果包括：1）提高学业成绩，2）更高的自我效能等级测验，3）在归因不正确解决EM问题从不可控的原因转移到可控的原因，4）改善选择和适当的学术策略的衔接，5）更准确的估计学业成绩，（6）对学业表现的自我满意度更高。在整个项目过程中，在地方、区域和国家各级进行了宣传工作。在地方一级，SRL计划正在与技术学院的院长和教师合作，将评估系统纳入其他学术部门。基于过去的成功与数学和英语部门和机电工程的预期成功，我们计划与同事合作，实现转移到其他学术部门。在区域一级，正在教育研究和技术会议上分享评估工作，例如，纽约市立大学科技与课堂年会在国家一级，研究结果正在美国教育研究协会和电气和电子工程师协会年会等论坛上分享。 我们还撰写学术文章，在参考期刊上发表。

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.