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ERIC Number: ED395299
Record Type: RIE
Publication Date: 1996-Apr
Pages: 11
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Metacognitive Knowledge Monitoring and Need for Feedback.
Seignon, Nadia; Tobias, Sigmund
A study examined whether the need for feedback varied with students' metacognitive knowledge monitoring abilities. Subjects were 59 fifth-grade students--35 females and 24 males. Students were given a list of 25 words with instructions to check off whether they knew or did not know each of the words; a multiple choice vocabulary test containing the same words was administered. Then a reading test was given, with the answers printed on the page and covered by a tab. Subjects were tested individually, and the number of times they lifted the tab to check the correct answer was recorded. To determine the discrepancy between students' estimated word knowledge and their performance on the vocabulary test, four knowledge monitoring assessment (KMA) scores were computed and correlated to the number of times feedback was sought. Results indicated that the students who had accurate knowledge monitoring abilities sought less external feedback than their less accurate peers. Findings also suggest that the KMA may be useful in other research relating knowledge monitoring in the classroom. (Contains 1 table of data and 11 references.) (CR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Cognitive Research; Self Monitoring
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New York, NY, April 8-12, 1996).