ERIC Number: ED562778
Record Type: Non-Journal
Publication Date: 2002
Abstractor: As Provided
Reference Count: 60
Knowing What You Know and What You Don't: Further Research on Metacognitive Knowledge Monitoring. Research Report No. 2002-3
Tobias, Sigmund; Everson, Howard T.
College Entrance Examination Board
To date the authors have completed 23 studies of knowledge monitoring and its relationship to learning from instruction. Their earlier work, 12 studies in all, is summarized and reported elsewhere (see Tobias and Everson, 1996; Tobias and Everson, 2000). In this paper they continue this line of research and summarize the results of 11 studies that have been conducted over the past three years. The work reported here attempts to address a number of general issues, e.g., the domain specificity of knowledge monitoring, measurement concerns, and the relationship of knowledge monitoring to academic ability.
Descriptors: Metacognition, Knowledge Level, Learning, Academic Ability, Educational Research, Evaluation, Accuracy, Measurement Techniques, Objective Tests, Bilingual Students, Elementary School Students, Help Seeking, Reading, Mathematics, Intelligence, Alternative Assessment, Difficulty Level, Outcomes of Education, Academic Aptitude, Grades (Scholastic), College Students, College Entrance Examinations, Reading Ability, Prior Learning, Anxiety, Cross Cultural Studies, High School Students, Secondary School Students, Multivariate Analysis, Learning Strategies, Questionnaires
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Publication Type: Reports - Research
Education Level: Elementary Education; Higher Education; Postsecondary Education; High Schools; Secondary Education
Authoring Institution: College Entrance Examination Board
Identifiers - Location: California; New York
Identifiers - Assessments and Surveys: Degrees of Reading Power Test; Motivated Strategies for Learning Questionnaire; Armed Forces Qualification Test; SAT (College Admission Test)