Towards a Performance Based Measure of Metacognitive Knowledge Monitoring: Relationships with Self-Reports and Behavior Ratings.

Autor/inn/en	Tobias, Sigmund; Everson, Howard T.; Laitusis, Vytas
Titel	Towards a Performance Based Measure of Metacognitive Knowledge Monitoring: Relationships with Self-Reports and Behavior Ratings.
Quelle	(1999), (22 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Aptitude; Educational Assessment; Gifted; High School Students; High Schools; Knowledge Level; Metacognition; Performance Based Assessment; Study Skills; Summer Programs; Test Construction; Test Use; Test Validity + Suchen Sie Ihr Suchwort? Eignung; Education; assessment; Bewertungssystem; Begabter, Hoch Begabter; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Wissensbasis; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Leistungsermittlung; Studientechnik; Sommerkurs; Testaufbau; Testanwendung; Testvalidität
Abstract	A knowledge monitoring assessment (KMA) was developed and evaluated. The KMA, which evaluates how well students distinguish between what they know and do not know by comparing their knowledge estimates to test performance, is partially performance based and may be group or computer administered and objectively scored. Participants were 462 academically gifted high school students in a summer enrichment program. Mathematical and verbal analogy KMAs were developed. Results confirm prior findings that the KMA has significant but moderate relationships with scholastic aptitude, and that these relationships are somewhat higher than those that study skills and metacognitive self-report scales have with scholastic aptitude. Results also suggest that the KMA has low relationships with self-report measures of metacognition and study skills, which are highly related to one another. Results do indicate that knowledge monitoring has significant relationship with school grades, and that accurate monitoring is an important variable in school learning. Evidence supports the construct validity of the KMA and its usefulness in the study of metacognition. (Contains 5 tables and 24 references.) (SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC