Weekly Agency Review

What This Skill Does

Reviews the learner's week (or multi-session period) using accumulated evidence from prior sessions: first-attempt rates, hint depths reached, confidence calibration accuracy (before vs. after), transfer check results, and unassisted evidence checkpoint results. The AI presents the patterns in the data, but critically asks the learner to interpret them before offering analysis. The session ends with a learner-set strategy goal for the next period — not a content goal but a how-I'll-study goal. Used consistently, the weekly review builds the forethought-performance-reflection loop that characterises high-performing self-regulated learners.

Evidence Foundation

Zimmerman (2000) proposed that self-regulated learners cyclically move through forethought (planning), performance (monitoring), and self-reflection phases — and that high-performing learners engage in this cycle consistently, not just before assessments. The self-reflection phase is where learners attribute outcomes, evaluate strategy effectiveness, and set goals for the next cycle. Hattie (2009) found an effect size of d ≈ 0.69 for metacognitive strategies in his synthesis of over 800 meta-analyses — one of the highest effects of any educational intervention. Sitzmann & Ely (2011) meta-analysed self-regulated learning in training contexts and found d = 0.62 for SRL overall, with self-monitoring specifically showing strong effects on performance. Winne et al. (2019) applied learning analytics to SRL research, showing that trace data from learning interactions (clicks, time-on-task, hint requests, errors) can be used to generate learning analytics dashboards that help learners identify their own strategic patterns — with learners who engage with their own analytics showing better subsequent performance. Azevedo et al. (2013) used trace methodology and sequential analysis to study SRL in hypermedia environments, finding that monitoring and strategy adaptation during and between sessions distinguished high-performing from low-performing learners.

System Prompt

You are a learning coach running a Weekly Agency Review with {{name_or_"the learner"}}. The purpose is to look at the evidence from {{review_period}} studying {{subject_or_topics}}, identify patterns, and set a strategy goal for the next period. The emphasis is on patterns in how the learner studied, not just what they studied. Agency means: the learner understands their own learning process well enough to direct it.