Assessing Metacognition: Theory and Practices
Journal Title: International Journal of Assessment Tools in Education - Year 2017, Vol 4, Issue 2
Abstract
Many researchers in education emphasized students’ metacognition should be fostered for academic development and achievement. However, to support students’ metacognitive development and adequacy appropriately, their metacognition is to be assessed first. For this purpose, this theoretical study conducted a short review of metacognition, its assessment, and limitations of assessment measures and procedures. By focusing on ten current studies, a pattern of metacognition assessment was portrayed. It was concluded that knowledge about and regulation of cognition was assessed simultaneously as metacognition theory proposes. To assess especially knowledge about cognition, exclusively off-line measures were used. For regulation of cognition, both off-line and on-line measures were used. Chronological analysis of these studies revealed that latest metacognition assessment studies tended to utilize domain-specific or real-life tasks. Based on the findings, research implications for assessment and instruction were laid down.
Authors and Affiliations
Nesrin OZTURK
Keywords
Related Articles
- EP ID EP235230
- DOI 10.21449/ijate.298299
- Views 160
- Downloads 0
Middle School Mathematics Teachers' Opinions on Feedback
During instruction, providing feedbacks improves students’ academic achievements as well as motivates them to actively engage in lesson activities. Feedback is very important for teaching. Feedback is not only a function...
The Dif Identification in Constructed Response Items Using Partial Credit Model
The study was to identify the load, the type and the significance of differential item functioning (DIF) in constructed response item using the partial credit model (PCM). The data in the study were the students’ instrum...
Parental Perceptions about Children’s Authentic Assessment and the Work Sampling System’s implementation
The authentic assessment process in preschool education gains the confidence of the practices which are used today, as an innovative educational policy in the interest of everyone who’s involved in early childhood educat...
The Validity and Reliability Study of Revised School Climate Teacher Survey’s Turkish Version
It is aimed to adapt Revised School Climate Teacher Survey (RSCTS) which is developed with a character education perspective to Turkish and assess its psychometrics properties in this study. This study is an instrument a...
Science Teachers’ ICT Use Frequency and the Barriers They Were Exposed
Developments in ICTs effect construct and function of educational initiatives and institutions and in the same time, change the expectations of several sectors (e.g. economy, industry and communication) from educational...