Date of Award
5-2025
Document Type
Thesis
Degree Name
Doctor of Education
Department
Education
First Advisor
Emilie Johnson
Second Advisor
Patrick Brown
Third Advisor
Samantha Sutton
Abstract
Throughout her career and most notably post-pandemic, the scholar practitioner observed an increase in students giving up when encountering rigorous academic content and assignments. During the research process, concepts of student agency and self-regulation of learning, which were new to the scholar practitioner, came to the forefront of skills her students either lacked or needed to improve upon. Empathy generators were gathered for participants at Context School #1, which led to Student agency and self-regulation of learning becoming the center of the intervention during the design thinking process. The Self-Assessment of Learning, created and modified during the design thinking phases, asked participants to rate their response on a scale of 1-5 for five areas: engagement, persistence, motivation, time management, and understanding. Additionally, participants were asked to answer open-ended questions about their current learning habits. Participants at the two high schools the scholar practitioner taught completed an initial Self-Assessment of Learning as part of the regular classroom routines to gather baseline data. Over six weeks, the scholar practitioner embedded mini life-long learning skills lessons into the regular classroom routine to encourage students to engage in student agency and practice self-reflection of learning. Participants completed the Post-Self-Assessment of Learning to measure differences in pre- and post-intervention scores. Quantitative data results revealed changes in persistence, time management, engagement, and motivation, but not in understanding. Observations made by the scholar practitioner indicated participants were more active in their learning and academic goal-setting from pre- to post-intervention. Observation data suggested that high-scoring participants (4-5 on a 1-5 scale) appeared to have made connections to the real world which may have boosted confidence in other measured areas. However, those who scored low (1-3 on a 1-5 scale) were more negative in their written responses than their high-scoring counterparts. The scholar practitioner observed that peer-to-peer collaboration appeared to help participants engage their student agency and gain academic confidence. The six-week intervention time was short, but even with the short time the scholar practitioner observed positive changes in the participants which was supported by the quantitative data for four of the five areas. The scholar practitioner continued to use the mini-lessons and academic goalsetting as regular classroom routines. Future research may include peer-to-peer interactions with feedback opportunities and lengthening the intervention time.
Recommended Citation
Doerr, LeAnn Renee, "Student Self-Assessment of Learning to Foster Improved Self-Reflection of Learning and Academic Achievement" (2025). Dissertations. 793.
https://digitalcommons.lindenwood.edu/dissertations/793