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ERIC Number: EJ861103
Record Type: Journal
Publication Date: 2009-Dec
Pages: 19
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0007-0998
Metacognitive Monitoring and Control Processes Involved in Primary School Children's Test Performance
Roebers, Claudia M.; Schmid, Corinne; Roderer, Thomas
British Journal of Educational Psychology, v79 n4 p749-767 Dec 2009
Background: Within the context of students' self-regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes. Aims: The present study examined metacognitive monitoring and control processes in elementary schoolchildren's test taking behaviour and explored the impacts of these metacognitive skills for the accuracy and the quantity of test performance. Sample and methods: A total of 133 participants from third and fifth grade did a cloze test about a previously learned science topic, gave confidence judgments for every answer, and were then allowed to cross-out answers if they wished. Two different mock scoring schemes for test performance were compared with a control group. Results: Results revealed well-developed monitoring skills indicating that by the age of 9 children can reliably distinguish between correct and incorrect answers. As for control skills, 11- and 12-year-olds proved to be better able to improve their test performance by selectively withdrawing answers that would have been incorrect than the 9- to 10-year-olds. Conclusions: The study offers evidence for the impact of metacognitive processes in students' learning outcomes and documents strategic behaviour during test taking, as well as developmental progression in the involved skills.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Elementary Education; Grade 3; Grade 5
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A