Exceptional Child Cooperative Spring 2023
By: clark, taylor
Instance of: Self-Regulation Knowledge Test (7-12)
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Self-regulation is a proactive, self-directed process for attaining goals, learning skills, and accomplishing tasks.
The first section shows your students' self-rated behaviors on the four components of self-regulation:
1. Planning
2. Monitoring
3. Adjusting
4. Reflecting
The graph provides average ratings for all items within a component, and the table displays the number of students that selected each rating for individual items. Some items, such as "I keep making the same mistakes over and over again," are reverse scored. Selecting a rating of '1 - not very like me' means that students are demonstrating the ability to learn from mistakes, whereas if they selected a rating of '5 - very like me,' they currently may need to focus on the reflection component of self-regulation.
The quiz section shows the correct answer to each knowledge question and the percentage of students that selected the correct answer. Guide students to reflect on the results of this self-reflection and knowledge test to identify ways to expand their learning and practice of self-regulation.
| NOT Like Me |
VERY Like Me |
||||||||
| Question | Topic | Reversed? | Average | Reverse Corrected Average | #1 Cnt | #2 Cnt | #3 Cnt | #4 Cnt | #5 Cnt |
| 1. I plan out projects that I want to complete. | Plan | NO | 4 | 4 | 0 | 0 | 0 | 2 | 0 |
| 2. If an important test is coming up, I create a study plan. | Plan | NO | 3 | 3 | 0 | 1 | 0 | 1 | 0 |
| 3. Before I do something fun, I consider all the things that I need to get done. | Plan | NO | 2 | 2 | 1 | 0 | 1 | 0 | 0 |
| 4. I can usually estimate how much time my homework will take to complete. | Plan | NO | 3.5 | 3.5 | 0 | 1 | 0 | 0 | 1 |
| 5. It is hard for me to get started on a big assignment. | Plan | YES | 4.5 | 1.5 | 0 | 0 | 0 | 1 | 1 |
| 6. I have trouble making plans to help me reach my goals. | Plan | YES | 3.5 | 2.5 | 0 | 0 | 1 | 1 | 0 |
| 7. I keep track of how my projects are going. | Monitor | NO | 2 | 2 | 0 | 2 | 0 | 0 | 0 |
| 8. I know when I'm behind on a project. | Monitor | NO | 3.5 | 3.5 | 0 | 0 | 1 | 1 | 0 |
| 9. I track my progress for reaching my goal. | Monitor | NO | 3.5 | 3.5 | 0 | 0 | 1 | 1 | 0 |
| 10. I know what my grades are at any given time. | Monitor | NO | 2.5 | 2.5 | 0 | 1 | 1 | 0 | 0 |
| 11. Daily, I identify things I need to get done and track what gets done. | Monitor | NO | 3.5 | 3.5 | 0 | 0 | 1 | 1 | 0 |
| 12. I often lose track of time. | Monitor | YES | 4.5 | 1.5 | 0 | 0 | 0 | 1 | 1 |
| 13. I have trouble remembering all the things I need to accomplish. | Monitor | YES | 3 | 3 | 0 | 1 | 0 | 1 | 0 |
| 14. I do what it takes to get my homework done on time. | Adjust | NO | 2.5 | 2.5 | 0 | 1 | 1 | 0 | 0 |
| 15. I make choices to help me succeed, even when they aren't the most fun right now. | Adjust | NO | 3 | 3 | 0 | 1 | 0 | 1 | 0 |
| 16. As soon as I see things aren't going right, I want to do something about it. | Adjust | NO | 4 | 4 | 0 | 0 | 1 | 0 | 1 |
| 17. I keep trying as many different possibilities as necessary to succeed. | Adjust | NO | 3 | 3 | 0 | 0 | 2 | 0 | 0 |
| 18. When I want something expensive, I cut down on buying small things to save money for it. | Adjust | NO | 3.5 | 3.5 | 0 | 0 | 1 | 1 | 0 |
| 19. My friends can talk me into things that I later regret. | Adjust | YES | 4 | 2 | 0 | 0 | 0 | 2 | 0 |
| 20. I have difficulty maintaining my focus on projects that take a long time to complete. | Adjust | YES | 4.5 | 1.5 | 0 | 0 | 0 | 1 | 1 |
| 21. When I get behind on my work, I often give up. | Adjust | YES | 2.5 | 3.5 | 0 | 1 | 1 | 0 | 0 |
| 22. I think about how well I'm doing on my assignments. | Reflect | NO | 3 | 3 | 0 | 0 | 2 | 0 | 0 |
| 23. I feel a sense of accomplishment when I get everything done on time. | Reflect | NO | 3 | 3 | 0 | 1 | 0 | 1 | 0 |
| 24. I think about how well I've done in the past when I set new goals. | Reflect | NO | 3.5 | 3.5 | 0 | 0 | 1 | 1 | 0 |
| 25. When I'm criticized, I consider what I could have done differently. | Reflect | NO | 3 | 3 | 0 | 0 | 2 | 0 | 0 |
| 26. When I fail at something, I try to learn from my mistakes. | Reflect | NO | 4 | 4 | 0 | 0 | 0 | 2 | 0 |
| 27. When I've been struggling with something, I don't want to think about it. | Reflect | YES | 4 | 2 | 0 | 0 | 0 | 2 | 0 |
| 28. I keep making the same mistakes over and over again. | Reflect | YES | 4 | 2 | 0 | 0 | 1 | 0 | 1 |
| Total Average With Reverse Questions Flipped | 2.8 OR (45%) | ||||||||
Quiz Section
| Question | Correct Answer | % Correct | ||||||
| 29. Choose the best description of self-regulation. | C | 0% | ||||||
| 30. After school, your parent takes your phone and says you'll get it back when your homework is done. | No | 50% | ||||||
| 31. You want to improve your grade in English, so you check your grade every Friday to see if it has gotten better. | No | 0% | ||||||
| 32. You write down the homework that you need to complete and check it off your list as you finish it, making sure to finish each assignment. | Yes | 100% | ||||||
| 33. You were working on your math assignment and came to a problem that you didn't know how to solve. You texted your friend for help, but he hasn't responded, so you leave the answer blank. | No | 0% | ||||||
| 34. Which of these things is NOT likely to be a result of improving your self-regulation? | B | 50% | ||||||
| 35. Identify the best example of using the self-regulation process to address problems with being late to school. | B | 50% | ||||||
| 36. Each day, crossing tasks off a to-do list as you finish them. | Monitor | 50% | ||||||
| 37. Recognizing when something isn't working and immediately adjusting your actions to get back on track. | Adjust | 0% | ||||||
| 38. Thinking each day about successes, setbacks, and specific things you've learned. | Reflect | 0% | ||||||
| 39. Breaking down big goals into smaller pieces. | Plan | 50% | ||||||
| 40. After encountering setbacks, looking for solutions and trying as many as needed. | Adjust | 0% | ||||||
| 41. Thinking about your past efforts when setting new goals. | Reflect | 50% | ||||||
| 42. Using specific ways to track your progress. | Monitor | 0% | ||||||
| 43. Which of these actions does NOT specifically address a self-regulation component? | C | 100% | ||||||
| 44. Which of these would you NOT use to monitor progress on your self-regulation plan? | A | 0% | ||||||
| 45. You are told to write an essay, due in 3 weeks. The last time you had a task like this, you didn't write it until the night before. Your grade wasn't very good, and you want to do better. Using what you've learned, choose the best option. | A | 0% | ||||||
| 46. Self-regulation is important for academics, but it doesn't really help improve athletic or musical ability. | False | 0% | ||||||
| 47. Building your self-regulation skills can also help improve your goal setting abilities. | True | 100% | ||||||
| 48. Using self-regulation can help you resist distractions. | True | 100% | ||||||
| Average of Quiz Items EXCLUDING essay questions: | 35% | |||||||
Essay Questions
| Question | Topic | Pts. | As a % |
| 49. Imagine that you are struggling to learn a concept in math. Provide brief descriptions of how you would address the first two components of self-regulation to work towards improving your learning. | Essay | 0 OF 3 | 0% |
| asdf | Average of ALL Quiz Items INCLUDING essay questions: | 30.43% |
