Investigating the Impact of Different Learning Assessments on Students' Adoption of Learning Strategies Through Explore-Exploit Tensions
DOI:
https://doi.org/10.54097/kdg00745Keywords:
learning assessments, learning strategies, explore-exploit dilemma.Abstract
In the current educational reform, learning assessment activities demonstrate diversity and integration. students can actively engage in the evaluation process and monitor their learning performance across different aspects over time. However, limited research conducted on students' psychological acceptance and utilization of diverse types of learning assessments. This study examines the psychological changes in young students' learning assessment activities from the perspective of their trade-off between information exploration and exploitation. Regarding participation, students tend to rely more on teachers' intuitive quantitative evaluations rather than placing trust in results obtained through interactions with their teachers and peers. Regarding the use of evaluation results, grade-related assessments are easier for students to utilize, while assessments involving strategies, attitudes, and emotions are often perceived as less valuable. In terms of self-regulation and knowledge application, students encounter challenges when attempting to acquire useful information independently and adjust their future learning strategies. Adjusting future learning strategies based on quantifiable results such as grades is relatively straightforward for students. Based on these findings, this study proposes three pedagogical recommendations. Firstly, the teacher should establish an appropriate assessment environment. Secondly, the cultivation of students' self-regulation skills should be emphasized throughout the evaluation process. Finally, the teacher should set short-term learning goals for enhancing student abilities while fostering long-term goals aimed at developing personal adaptability skills.
Downloads
References
Wang L, Yang T, Liu R. A comprehensive review of the current landscape of learning evaluation in higher education both domestically and internationally - with implications for the development of a robust learning evaluation system at the National Open University. Modern Distance Education, 2012, (2): 34 - 39.
Xu L. Assessing learning from the perspective of student development. Modern Education Science, 2008, (2): 89 - 19.
Baas D, Castelijns J, Vermeulen M, Martens R, Segers M. The relation between assessment for learning and elementary students' cognitive and metacognitive strategy use. British Journal of Educational Psychology, 2015, 85 (1), 33 - 46. DOI: https://doi.org/10.1111/bjep.12058
Zhang, J., Hu, H., & Huang, C. Research on the learning evaluation supported by multimodal learning analysis technology [J]. Modern Education Technology, 2022, 32 (9): 38 - 45.
Zhou X, Wu Y. Evaluation for learning from the perspective of deep learning. Theory and Practice of Education, 2020, 40 (8): 10 - 13.
Wang Y, Xiong Z. Research on construction and application of curriculum evaluation model under the guidance of digital literacy. China Educational Technology, 2023 (9): 109 - 116.
Li F, Shen L, Lin Z. Value-added assessment of the information science and technology course oriented to core competency. Curriculum, Teaching Material and Method, 2022, 42 (11): 44 - 50.
Wei X, Saab N, Admiraal W. Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review. Computers & Education, 2021, 163: 104097. DOI: https://doi.org/10.1016/j.compedu.2020.104097
Deng Z, Li J. Study on evaluation of online open course learning based on data drive. Vocational Education Research, 2023, (7): 78 - 83.
Yang Y, Li C, Zhang Z. The development of a Big Data-based MOOC learning evaluation system. Educational Informatization Forum, 2023, (11): 21 - 23.
Gopnik A. Childhood as a solution to explore-exploit tensions. Philosophical Transactions of the Royal Society of London. Series B, Biological Sciences, 2020, 375 (1803): 20190502. DOI: https://doi.org/10.1098/rstb.2019.0502
Navarro D J, Newell B, Schulze C. Learning and choosing in an uncertain world: An investigation of the explore-exploit dilemma in static and dynamic environments. Cognitive Psychology, 2016, (85): 43 - 77. DOI: https://doi.org/10.1016/j.cogpsych.2016.01.001
Krueger P M, Wilson R C, Cohen J D. Strategies for exploration in the domain of losses. Judgment and Decision Making, 2017, 12 (2): 104 - 117. DOI: https://doi.org/10.1017/S1930297500005659
Zimmerman B J. Investigating self-regulation and motivation: Historical background, methodological developments, and prospects. American Educational Research Journal, 2008, 45 (1): 166 - 183. DOI: https://doi.org/10.3102/0002831207312909
Wilson R C, Geana A, White J M, Ludvig E A, Cohen J D. Humans use directed and random exploration to solve the explore-exploit dilemma. Journal of Experimental Psychology. General, 2014, 143 (6): 2074 - 2081. DOI: https://doi.org/10.1037/a0038199
Downloads
Published
Conference Proceedings Volume
Section
License
Copyright (c) 2024 Journal of Education, Humanities and Social Sciences
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.