Die invloed van selfassessering op die bevordering van Graad 10 Geskiedenisleerders se selfgereguleerde leervaardighede

Abstract

In recent decades, there has been an increasing interest in the processes of self-assessment and self-regulated learning (SRL) in an attempt to involve learners in a more active way in their own learning process. By using self-assessment as a learning tool, learners are involved in their own learning by giving them the opportunity to critically evaluate their work, based on given criteria and through the process of self-reflection, in order to use their own knowledge and skills, adapt and come to decisions about themselves and their own abilities. In turn, SRL refers to the process by which learners independently or with the help of teachers take control of their own learning by regulating their cognitive learning strategies, metacognition, motivation and own learning environment. Anchored in the social-cognitive learning theory of Bandura (1986) and Zimmerman & Moylan (2009)'s three-phase cyclical model of SRL, the primary aim of this study was to determine the influence of self-assessment on Grade 10 history learners in promoting the specific self-regulated learning skills of goal setting, planning, and metacognitive self-monitoring. A qualitative research design with an interpretive phenomenological paradigm was followed. Twenty Grade 10 history learners from a school in the Northern Cape province were drawn by means of a purposeful sampling to participate in the study. Questionnaires, individual interviews and field notes were used as data collection tools. Content analysis was used in the analysis of the data, which was characterized by a thematic approach. From the results and findings, it was concluded that self-assessment contributed to the advancement of certain aspects of the self-regulated skills of goal setting, planning, and metacognitive self-monitoring. Regarding the SRL skill of planning, it was further found that the participants considered it unnecessary to plan for additional learning resources during self-assessment activities. Consequently, not much progress has been made on this aspect of planning to create opportunities for the promotion and development of more self-regulated skills. Arising from the results and findings of the study, not only were recommendations made for further study but also for the various role players in the community of education.