Teachers' SRL&T module scores improved modestly over the year, with Adam improving more (three to six points) than Ben (five to six)¶
Claim · All claims
Evidence · 1 study · qualitativer3·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person · recheck by 2028: local conditions change quickly
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Rubric-based SRL&T scores of final modules reached intermediate levels for both teachers; Adam moved from three to six points between initial and final modules, Ben only from five to six. → Avivit Arvatz 2025
Evidence¶
Avivit Arvatz 2025¶
Avivit Arvatz, Boaz Hadas, Rotem Waitzman, Yehudit Judy Dori (2025). Putting self-regulated learning and teaching into practice: insights from two science teachers and their students. Instructional Science. https://doi.org/10.1007/s11251-025-09719-6
q2 · i? · qualitative · r3
Rubric analysis of Adam's final module scored five out of ten potential SRL&T points; Ben achieved six out of ten in his final module (Appendix Table 7). Both "demonstrated intermediate SRL&T levels across their final modules, addressing most SRL skills to some extent." No standardized effect size is printed, so impact is null.
"Adam notably improved from three to six SRL&T points between his initial and final modules, while Ben's score only increased slightly from five to six. We'll now delve into the development of their reflection and formative assessment skills through reflective prompting analysis."
Discussion¶
Related Claims¶
- Students' baseline SRL profiles show help-seeking as the highest and reflection FOR action as the lowest skill in both cohorts — related
- Lesson-plan quality grows steadily across three iterative design rounds, but no product reaches the excellent grade — related
- Most teacher–student regulation combinations produce friction rather than congruence, with constructive and destructive forms — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
srlt-module-scores-improvement-adam-ben |
title |
Teachers' SRL&T module scores improved modestly over the year, with Adam improving more (three to six points) than Ben (five to six) |
description |
Teachers' SRL&T module scores improved modestly over the year, with Adam improving more (three to six points) than Ben (five to six) |
status |
review |
evidence_strength |
weak |
newest_evidence |
2025 |
recheck_by |
2028 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — avivit-arvatz-2025 |
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