Development and Validation of an Objective Measure of Metacognition.

Tobias, Sigmund; Everson, Howard

Alert:

Limited Availability of Full-Text Documents. Click here for more information, or here to request the return of a PDF online.

Help

Tutorial

Help |

Tutorial

Help |

Tutorial

Help With This Page

Back to Search Results Help Permalink Share this record

More Info:
Help 0 items in My Clipboard | Add record to My Clipboard

Record Details - ED383725

Title: Development and Validation of an Objective Measure of Metacognition.

Full-Text Availability Options:

ERIC Full Text (903K)

Related Items: Show Related Items

Click on any of the links below to perform a new search
Title:	Development and Validation of an Objective Measure of Metacognition.
Authors:	Tobias, Sigmund; Everson, Howard
Descriptors:	College Students; Elementary School Students; Evaluation Methods; Grade 5; Higher Education; Intermediate Grades; Knowledge Level; Mathematics Achievement; Mathematics Anxiety; Metacognition; Objective Tests; Research Methodology; Scoring; Self Evaluation (Individuals); Test Construction; Test Validity; Word Recognition
Source:	N/A
More Info: Help Peer Reviewed:
Publisher:	N/A
Publication Date:	1995-04-00
Pages:	36
Pub Types:	Reports - Research; Speeches/Meeting Papers
Abstract:	Four studies are reported that used a metacognitive evaluation procedure that can be group-administered and objectively scored. The procedure assesses the knowledge monitoring component of metacognition by evaluating the discrepancy between students' estimates of how well they are likely to perform on a task and their actual performance. The first study examined mathematics and mathematics anxiety in 51 fifth graders. Another study examined whether the metacognitive evaluation procedure was related to a more distant domain, such as learning in school. Participants were 139 college students (84 with complete data) taking a word knowledge test. The third study examined correlations of scores from the metacognitive evaluation procedure and prior learning in college for 115 students. The fourth study investigated the relationship between student estimation of words they would know and their estimates of performance on examinations for 77 college students. Results of the four studies confirm the importance of metacognitive monitoring on achievement in mathematics for elementary students and for college learning. Two tables and six figures present study findings. (Contains 43 references.) (SLD)
Abstractor:	N/A
Reference Count:	0

Note:	Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).
Identifiers:	Monitoring
Record Type:	Non-Journal
Level:	1 - Available on microfiche
Institutions:	N/A
Sponsors:	N/A
ISBN:	N/A
ISSN:	N/A
Audiences:	N/A
Languages:	English
Education Level:	Grade 5; Higher Education; Intermediate Grades

Back to Search Results