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Metacognition as an Assessment Tool

Metacognition, or the ability to think about one’s own thinking, is a valuable way of developing and confirming understanding. Learn how we have taken our students beyond a re-test, to true remediation of understanding of science concepts.
by

Jeremy Wolf

on 6 September 2012

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Transcript of Metacognition as an Assessment Tool

Metacognition Reflection Components Steps in
the Process the ability to think about one’s own thinking, is a valuable way of developing and confirming understanding. Learn how we have taken our students beyond a re-test, to true remediation of understanding of science concepts. Conclusion How do you know when you
have been successful? Students need to recognize what they know,
identify what they don't know,
and know how to fix it This is how Jeremy does it Reflection is a integral step in the metacognition process. The Reflection phase looks back at the original assumptions, the assessment, the solution and the process and asks the questions: Recognition Students need to
recognize what they
know about a topic Identify
Misconceptions Students need to identify
the concepts they
do not understand Remediation Students need to know
how to fix the problem Step 1 Students prepare
for the test Step 2 Students take
the test
& it is scored Step 3 Students analyze
if they need
metacognition Students analyze
their learning Determine what
was wrong with
that methodology What is the
right way? Step 4 Descrepancies Must correct the concepts
and connections in order
to get the correct answers Must correct the cognitive
connections and pathways
are permanently established for next time Step 5 Correct the
test Step 6 Demonstrate
Understanding Reflective
Essay 1:1 Discussion Re-Take
Portions of
Exam References BINGHAM, G., HOLBROOK, T., & MEYERS, L. E. (2010). Using Self-Assessments in Elementary Classrooms. Phi Delta Kappan, 91(5), 59-61. Ibabe, I., & Jauregizar, J. (2010). Online self-assessment with feedback and metacognitive knowledge. Higher Education, 59(2), 243-258. doi:10.1007/s10734-009-9245-6 Papanikolaou, K., & Boubouka, M. (2010). Promoting Collaboration in a Project-Based E-Learning Context. Journal Of Research On Technology In Education, 43(2), 135-155. https://proxy.library.upenn.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=keh&AN=55546000&site=ehost-live DiGisi, Lori Lyman; Yore, Larry D., "Reading Comprehension and Metacognition in Science: Status, Potential and Future Direction", Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (Boston, MA, March 24, 1992). Schunk, D. (2008). Metacognition, Self-Regulation, and Self-Regulated Learning: Research Recommendations. Educational Psychology Review, 20(4), 463-467. doi:10.1007/s10648-008-9086-3 Project reflection should
be for the
benefit of both
teacher and student. Questions that should
be reflected upon: What I liked best
and least about
this project... If I completed this
project again I would... From this project
I learned.. What I would
like to learn more
about.. My strengths were ...
(reading, listening,
speaking etc) What might be
some of my weaknesses... What do you see
when you
look at earlier
work... What is the part
of the project
you are most
proud? Why? Student
Paradigm
Shift Preparation
for Tests Concious
Metacognition Components and The Process
Full transcript