Making Students Better Learners: The Causal-Attribution Questionnaire as a Tool for Learning Maturation
From the outset, the author acknowledges that the meaning of "causal attribution" is not exactly clear. Her ultimate goal, however, is have students realize, when writing a literary paper, that they can attribute their mistakes, as well as their successes, to one or more causes. Although Roberge teaches French, her thoughts on causal attribution can be transferred to all other fields, and apply to a significant number of assignments and assessments. While the questionnaire described in this article concerns only an assessment’s “finished product”, it is implemented at three separate times: before the paper is written, immediately after it is written, and when the corrected version is handed back. This approach is much more conducive to close supervision of students and their preparations, as it forms part of the metacognitive-ability development process. This process makes it possible to reduce educators’ responsibility for learning—a burden they have shouldered for far too long—and place it more where it belongs: with students.
Article available in French only.
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