Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get

Desoete, Annemie

doi:10.1007/s11409-008-9026-0

Cited by 121 publications

(126 citation statements)

References 21 publications

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“…However, perceived use of reading strategies was correlated to reading comprehension only in eighth grade. Desoete (2008) also assessed third-graders' metacognitive skillfulness. For this purpose, she investigated four skills; prediction, planning, monitoring, and evaluation and calibration by using the Prospective Assessment of Children (PAC), Retrospective Assessment of Children (RAC), and teacher ratings as off-line ratings, and think-aloud protocol.…”

Section: Research On Metacognition Assessmentmentioning

confidence: 99%

Assessing Metacognition: Theory and Practices

Öztürk¹

2017

International Journal of Assessment Tools in Education

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Article InfoMany 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.

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Section: Research On Metacognition Assessmentmentioning

confidence: 99%

Assessing Metacognition: Theory and Practices

Öztürk¹

2017

International Journal of Assessment Tools in Education

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“…In think-aloud protocols, students' metacognitive regulation and monitoring are recorded over all episodes of problem solving. We would expect a low to moderate correspondence between performance judgments and think-alouds, since monitoring behavior is only a small part of all metacognitive processes executed when solving a problem (compare the findings on off-line performance judgments of Desoete 2008). And problem visualizations are not expected to cover metacognitive monitoring and regulation in the episodes of setting up and implementing a plan and verifying the solution, which are addressed in think-aloud protocols.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Metacognitive monitoring refers to students' ongoing control over these learning processes. Monitoring can be used to identify problems and to modify learning behavior when needed (Desoete 2008). A large number of studies have already been undertaken to show that through metacognitive training, students' ability to solve mathematics problems improves (i.e.…”

Section: Introductionmentioning

confidence: 99%

Towards efficient measurement of metacognition in mathematical problem solving

Jacobse

Harskamp

2012

Metacognition Learning

115

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Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols. Although valuable, practical drawbacks of this method necessitate a search for more convenient measurement instruments. Less valid methods that are easy to use are self-report questionnaires on metacognitive activities. In an empirical study in grade five (n039), the accuracy of students' performance judgments and problem visualizations are combined into a new instrument for the assessment of metacognition in word problem solving. The instrument was administered to groups of students. The predictive validity of this instrument in problem solving is compared to a wellknown think-aloud measure and a self-report questionnaire. The results first indicate that the questionnaire has no relationship with word problem solving performance, nor the other two instruments. Further analyses show that the new instrument does overlap with the thinkaloud measure and both predict problem solving. But, both instruments also have their own unique contribution to predicting word problem solving. The results are discussed and recommendations are made to further complete the practical measurement instrument.

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“…Yine araştırmanın ikinci bulgusu altında değerlendirilen bir başka bulguya göre matematiksel üstbiliş farkındalık, matematiksel bilgi, matematiksel izleme ve matematiksel tespit alt boyutlarını doğrudan ve pozitif yönlü etkilemiştir. Elde edilen bu bulgular, Desoete (2008) tarafından üstbiliş farkındalık ile üstbilişsel bilgi, üstbilişsel kontrol ve üstbilişsel değerlendirme alt boyutları arasındaki ilişkileri gösteren bulgularla benzerlik göstermiştir.…”

Section: Tartişma Sonuç Ve öNeri̇lerunclassified