Use external instruments rather than teacher judgment to measure learning strategies for differentiation decisions¶

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 1 claim rests on one study

Description¶

Because teachers are often biased in assessing students' cognitive level and wrongfully use it to indicate learning strategies, the article recommends external instruments for measuring learning strategies before deciding on differentiated instruction. The article states "it is important to use external instrument(s) to measure students' cognitive level/learning profile/learning strategies." The study implemented this by grouping students using five MSLQ scales.

Design Implications¶

Context¶

Requirements¶

• A validated instrument measuring learning strategies, such as the MSLQ

Constraints¶

• Learning strategies are subject and situation specific, so measurement should account for the specific subject and learning activity context

Target Learners¶

• Secondary school students in heterogeneous classrooms

Target Learning Goals¶

• Matching differentiated instruction to students' self-regulation and metacognitive profiles

Claims¶

• Group differentiation by students' learning strategies raises secondary school student performance by a small but significant margin [+W]

Related Strategies¶

• Awareness of Implicit Biases
• Use SR and OB measures together as diagnostic tools in AI literacy professional development, before and after training
• Evaluate AI literacy interventions with behavioral measures of LLM interaction in addition to self-reports

Examples¶

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Key Sources¶

• Carla Haelermans. (2022). The Effects of Group differentiation by students' learning strategies. Instructional Science. https://doi.org/10.1007/s11251-021-09575-0