Beyond counting the correct responses: Metacognitive monitoring and score estimations in mathematics

Abstract

This study investigated how well students differentiate their responses' accuracies (metacognitive monitoring) and estimate their test scores beyond counting—and counting on—the number of correct responses alone. Monitoring abilities of 2832 sixth‐graders (1410 male and 1422 female native in Turkish) at an 11‐item Program for International Student Assessment (PISA)‐equivalent mathematics test were measured via response‐contingent Type‐2 signal detection theory. The students also made score estimations right before and immediately after completing the test (pre‐ and posttest estimations, respectively). Although high‐scoring students underestimated and low‐scoring ones overestimated how they would perform in the test, high‐scorers were accurate in their posttest estimations unlike the low‐scoring group, where the lattaer retained their overestimation tendencies. Having better monitoring performance, the high‐scoring group could subsequently calibrate their posttest estimations. Additional assessment methods such as measuring monitoring and score estimations seem to have the potential to reveal how mathematics students behave before, during, and after responding.

Young Children’s Self-Regulated Learning Benefited from a Metacognition-Driven Science Education Intervention for Early Childhood Teachers

“…Future researchers could consider developing such measurements using a response-contingent signal detection approach (i.e., type-2 signal detection). Başokçu and Güzel [109] successfully created this type of instrument to measure elementary teachers' mathematics teaching metacognition. Such a measurement approach could be expanded to other grades and content areas.…”

“…Secondly, a number of measurements used in this study were self-reported and teacher-reported instruments (e.g., CHILD, STEB, STOE, and MAIT), which may have introduced social desirability bias and rater's bias [108]. Future researchers who are interested in a similar topic should consider using or creating direct measurements of children's SRL [110] and teacher's metacognitive awareness in teaching [109]. Third, the outcome of the PD was measured immediately after the program, and we do not have data to demonstrate the long-term impact of this program.…”

Young Children’s Self-Regulated Learning Benefited from A Metacognition-Driven Science Education Intervention for Early Childhood Teachers

“…Future researchers could consider developing such measurements using a response-contingent signal detection approach (i.e., type-2 signal detection). Başokçu and Güzel (2022) successfully created this type of instrument that measures elementary teachers' mathematics teaching metacognition. Such a measurement approach could be expanded to other grades and content areas.…”

“…Second, a number of measurements used in this study were self-reported and teacherreported instruments (e.g., CHILD, STEB, STOE, and MAIT), which may have introduced social desirability bias and rater's bias (Dodou & de Winter, 2014). Future researchers who are interested in a similar topic should consider using or creating direct measurements of children's SRL (Arias & Díaz, 2010) and teacher's metacognitive awareness in teaching (Başokçu, & Güzel, 2022). Third, the outcome of the PD was measured immediately after the program, we do not have data to demonstrate the long-term impact of this program.…”