Students taking responsibility for their own learning process
Journal Club: Assessing Agency
In our recent journal club, we explored two insightful articles: "Instrument for Professional Agency" and "Student Agency Analytics." The first article by Eteläpelto et al. introduced a six-dimensional framework for assessing professional agency, emphasizing decision-making, participation, and identity construction.
The second article by Jääskelä et al. presented the Agency University Students (AUS) questionnaire, featuring 58 questions across nine dimensions, including personal, relational, and participatory aspects. This comprehensive approach offers a more holistic view of student agency. Could the dimensions of the AUS be a starting point for our interventions at TU Delft?
Our discussion revealed different views on agency within our group, and we may not yet have a common vision. Epistemic agency, for instance, was a new term for some of us. However, researchers like Scardamalia, Damsa, and Eteläpelto provide valuable perspectives in this field that are worth paying attention to.
We also debated the practical aspects of stimulating and assessing agency in educational settings. While some see constructive alignment as beneficial, others view it as a burden to give students agency. A key takeaway was the importance of viewing both teachers and students as co-learners, fostering an interdependent relationship.
By integrating these insights, we aim to create an environment where agency is not only measured but actively nurtured, enabling both teachers and students to thrive as empowered agents of their learning and professional journeys.'
