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- Vol 4 RE: Chapter 11
self-regulated learning measurementaptitude measuresevent measuresthink-aloud protocolsbehavioural tracesretrospective self-reportmeasurement validitymetacognitive assessmentBook chapter Evidence summaryAt a glance
Winne and Perry examine measurement of self-regulated learning and distinguish two conceptions. Aptitude measures treat regulation as a relatively enduring characteristic and commonly use questionnaires, interviews, or teacher ratings.
Key ideas
Event measures examine regulation as it unfolds in a task through think-aloud protocols, observations, error-detection methods, work products, or behavioural traces. The chapter relates these approaches to metacognition, motivation, monitoring, and strategic action, then analyses what each protocol samples, permitted inferences, and how measurement may affect activity. Retrospective self-report is efficient but depends on memory, interpretation, and aggregation across situations; event data are closer to action but may capture only observable indicators and require demanding coding. No method reveals an entire regulatory process. The chapter is a methodological review rather than validation of one superior instrument.
Why it matters
Researchers and educators should define the process and timescale of interest, align claims with what the measure records, combine complementary sources where feasible, preserve task context, and distinguish reported beliefs about strategy use from evidence that a strategy occurred. Assessment quality depends on defensible inference, not technological detail or questionnaire popularity.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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