Presenting the Meta-Performance Test, a Metacognitive Battery Based on Performance

Autor/inn/en	Castillo Diaz, Marcio Alexander; Gomes, Cristiano Mauro Assis
Titel	Presenting the Meta-Performance Test, a Metacognitive Battery Based on Performance
Quelle	In: International Journal of Educational Methodology, 7 (2021) 2, S.289-303 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2469-9632
Schlagwörter	Metacognition; Measurement Techniques; Reading Comprehension; Arithmetic; Problem Solving; Content Validity; Spanish; Specialists; Mathematics; Evaluators; Tests; Mathematics Skills; Language Skills; Student Evaluation; Test Construction + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Messtechnik; Leseverstehen; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Problemlösen; Spanisch; Mathematik; Examination; Prüfung; Examen; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Language skill; Sprachkompetenz; Schulnote; Studentische Bewertung; Testaufbau
Abstract	The self-report and think-aloud approaches are the two dominant methodologies to measure metacognition. This is problematic, since they generate respondent and confirmation biases, respectively. The Meta-Performance Test is an innovative battery, which evaluates metacognition based on the respondent's performance, mitigating the aforementioned biases. The Meta-Performance Test consists of two tests, the Meta-text, which evaluates metacognition in the domain of reading comprehension, and Meta-number, in the domain of arithmetic expressions solving. The main focus of this article is to present the development of the battery, in terms of its conceptual basis, development strategies and structure. Evidence of its content validity is also presented, through the evaluation of three experts in metacognition, two experts in Spanish language, two experts in mathematics and five students who represent the target population. The results of the judges' evaluations attested to the Meta-Performance Test content validity, and the target population declared that both the battery understanding and taking are adequate. Contributions and future research perspectives of the Meta-Performance Test in the field of metacognition are discussed. (As Provided).
Anmerkungen	Eurasian Society of Educational Research. 7321 Parkway Drive South, Hanover, MD 21076. e-mail: publisher@ijem.com; Web site: https://www.ijem.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01