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ERIC Number: ED415244
Record Type: Non-Journal
Publication Date: 1997-Nov
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Beyond the Basics: Assessing Students' Metacognition.
Wilson, Jeni
This paper is concerned with the assessability of metacognition, asserting that unless metacognition can be assessed, then it will never be considered a legitimate part of curriculum. The paper focuses on a pilot study conducted with grade-six students in the curriculum domain of mathematics. It reports the results of student questionnaires and interviews that asked students to describe what they did when they solved open-ended mathematics questions. Questionnaires were completed by 15 sixth graders from 2 schools, and 5 students participated in interviews. The pilot study was planned to highlight key aspects of students' metacognitive thinking, but it also raised important methodological questions about the validity of assessments of student thinking. Existing definitions of metacognition appear to be imprecise and difficult to interpret in operational terms. However, self-reporting appears to be a valid method for researching metacognition when used in conjunction with other reliable methods and checking procedures. An appendix presents a table of metacognitive behavior. (Contains 2 figures, 1 table, and 68 references.) (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A