Investigating the Impact of Different Learning Assessments on Students' Adoption of Learning Strategies Through Explore-Exploit Tensions

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.