Development of a scenario-based assessment for meta-affect in mathematics learning

초록

This study investigated the concept of meta-affect in the context of mathematics learning, addressing the need for assessment tools and providing insights into the application of feedback based on these measurements. Meta affect, which involves the awareness, evaluation, regulation, and utilization of emotions in learning, is a crucial but under-researched area in mathematics education. We developed and validated scenario-based assessment items using the Delphi survey approach and implemented a nominal response model. Our findings reveal that the tool demonstrates content, substantive, and structural validity and supports convergent validity when compared with a traditional Likert-scale assessment. Our analysis offers a more nuanced assessment by placing students in hypothetical yet realistic learning contexts, eliciting more authentic responses. Furthermore, we examine the critical role of feedback in enhancing students’ learning experiences. Effective feedback tailored to students’ levels of meta affect informs them about their current status and guides them toward higher levels of meta-affect. This study significantly contributes to the discourse on meta-effects in mathematics education. It also opens avenues for future research to improve educational practices through students’ meta-effects on mathematics learning.

키워드