Self-Regulation Grade 5 2025
By: fitzgerald, erin
Instance of: Self-Regulation Knowledge Test (3-6), 2025 Version
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Self-regulation is a proactive, self-directed process for attaining goals, learning skills, and accomplishing tasks.
1. Plan: Do you know what you want to accomplish? Are you making plans that make sense for you? Strategies include imagine the path to my success, break it down, manage big feelings, and predict obstacles.
2. Monitor: Do you keep track of how you are doing? Do you know what`s getting in your way? Strategies include track my effort and notice my progress.
3. Adjust: How well do you handle barriers and setbacks? Do you make adjustments to stay on track rather than letting yourself get discouraged and giving up on the progress you`ve made? Strategies include brainstorm my options and choose my response.
4. Reflect: After accomplishing something, do you think about both what worked well for you and how you could do better next time? Strategies include keep doing … stop doing … and regulate even better.
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. In the table, some items, such as "It is hard for me to get started on a big project or assignment," are reverse scored. Selecting a rating of '1 - Not Very Like Me' means that students are demonstrating self-regulation, whereas selecting a rating of '5—Very Like Me' means that they may need to focus on 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 questionnaire and knowledge test to identify ways to continue expanding their learning and practice of self-regulation. Resources for teaching self-regulation are available at www.cccframework.org4Plan4Monitor4Adjust4Reflect
| NOT Like Me |
VERY Like Me |
|||||||
| Question | Topic | Reversed? | 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 | 1.5 | 2 | 2 | 0 | 0 | 0 |
| 2. I know how much time I need to complete my school assignments. | Plan | NO | 1.8 | 2 | 1 | 1 | 0 | 0 |
| 3. I have a plan for calming myself when I`m mad. | Plan | NO | 4.5 | 0 | 0 | 1 | 0 | 3 |
| 4. It is hard for me to get started on a big project or assignment. | Plan | YES | 1.8 | 0 | 0 | 1 | 1 | 2 |
| 5. I have trouble remembering all the things I need to do. | Plan | YES | 3.5 | 1 | 1 | 1 | 1 | 0 |
| 6. I keep track of how I`m doing in school. | Monitor | NO | 2.8 | 1 | 1 | 1 | 0 | 1 |
| 7. I know when I`m behind on a project. | Monitor | NO | 2 | 2 | 0 | 2 | 0 | 0 |
| 8. I think about how hard I`m trying and whether I need to put in more effort. | Monitor | NO | 1.8 | 2 | 1 | 1 | 0 | 0 |
| 9. I make choices to help me succeed, even when they aren`t the most fun. | Adjust | NO | 2.5 | 1 | 1 | 1 | 1 | 0 |
| 10. When I`m struggling to learn something, I think about what`s getting in my way. | Adjust | NO | 2 | 2 | 0 | 2 | 0 | 0 |
| 11. When I get behind on a project, I plan how to catch up. | Adjust | NO | 2.8 | 2 | 0 | 0 | 1 | 1 |
| 12. When I`m mad, I try ways to calm myself down. | Adjust | NO | 2.3 | 1 | 1 | 2 | 0 | 0 |
| 13. I have a hard time staying focused on my work. | Adjust | YES | 2 | 1 | 0 | 0 | 0 | 3 |
| 14. I think about how well I`m doing on my assignments. | Reflect | NO | 2.5 | 2 | 0 | 1 | 0 | 1 |
| 15. I am proud of myself when I get everything done on time. | Reflect | NO | 4.3 | 0 | 0 | 1 | 1 | 2 |
| 16. I think about how I self-regulated in the past when I set new goals. | Reflect | NO | 2.5 | 1 | 1 | 1 | 1 | 0 |
| Total Average With Reverse Questions Flipped | 2.5 OR (37.5%) | |||||||
Quiz Section
| Question | Correct Answer | % Correct | ||||||
| 17. Choose the best description of self-regulation | B | 50% | ||||||
| 18. After school, your parent takes your tablet and says you`ll get it back when your homework is done. | No | 50% | ||||||
| 19. When you are feeling angry, you take a few deep breaths to calm down. | Yes | 75% | ||||||
| 20. You write down the homework that you need to complete and check it off your list as you finish it. | Yes | 50% | ||||||
| 21. You were working on your math problem and got stuck. You wanted to ask your mom for help, but she was gone, so you left the answer blank. | No | 75% | ||||||
| 22. Making a to-do list | Break It Down | 50% | ||||||
| 23. Crossing off items on your to-do list as you finish them | Track My Effort | 25% | ||||||
| 24. Thinking about how hard you tried on an assignment | Track My Effort | 50% | ||||||
| 25. Chunking big goals into smaller pieces | Break It Down | 50% | ||||||
| 26. Comparing how things might turn out if you make different choices | Brainstorm My Options | 50% | ||||||
| 27. Which of these would you NOT use to monitor your progress? | D | 75% | ||||||
| 28. Self-regulation is important for school, but it doesn`t really help improve athletic or musical ability. | False | 50% | ||||||
| 29. Self-regulation can help you manage distractions. | True | 50% | ||||||
| 30. Most kids are good at self-regulation and don`t need to work on it. | False | 50% | ||||||
| Average of Quiz Items EXCLUDING essay questions: | 53.6% | |||||||
