Academic journal article Journal for Educational Research Online

Assessing Metacognitive Knowledge: Development and Evaluation of a Test instrument/Erfassung Metakognitiven Wissens: Entwicklung Und Evaluation Eines Testinstruments

Academic journal article Journal for Educational Research Online

Assessing Metacognitive Knowledge: Development and Evaluation of a Test instrument/Erfassung Metakognitiven Wissens: Entwicklung Und Evaluation Eines Testinstruments

Article excerpt

Abstract

Educational processes in modern information societies require personal initiative - not only in institutional contexts but also in out-of-school and working environments. Besides cognitive competencies (e.g., reading or mathematical literacy), a person's ability to regulate his/her own learning processes is therefore of particular importance for successful learning and working. Metacognition is a central component in the process of self-regulated learning. It is defined as cognition about cognition and encompasses two components: the knowledge component and the regulation component. To better understand how metacognition evolves and how its development is influenced by cognitive and motivational components, the German National Educational Panel Study (NEPS) aims at assessing different aspects of metacognition as well as self-regulation in the respective phases of the lifespan. The present paper gives an overview on the general approach of assessing metacognition and self-regulation within the NEPS, focusing on the assessment of one specific component of metacognition, namely, metacognitive knowledge. Results from two pilot studies on a newly developed test instrument (with two experimentally varied versions of the test) for secondary school students are presented. The results concerning the metacognitive knowledge test are discussed not only with regard to further developments within the NEPS but also with regard to their theoretical and practical implications.

Keywords

Metacognition; Self-regulation; Competence assessment

Erfassung metakognitiven Wissens: Entwicklung und Evaluation eines Testinstruments

Zusammenfassung

Steigende Anforderungen der Informationsgesellschaft bedürfen einer eigenständigen und kontinuierlichen Aneignung von Wissen. Dies zeigt sich in schulischen Ausund Weiterbildungskontexten ebenso wie in Beruf und Freizeit. Erfolgreiches Lernen erfordert daher neben kognitiven Kompetenzen (z.B. Lesekompetenz oder mathematische Kompetenz) insbesondere auch die Befähigung, das eigene Lernen zu regulieren. Metakognition ist eine zentrale Komponente im Prozess des selbstregulierten Lernens. Konzeptuell sind zwei Facetten der Metakognition zu unterscheiden, eine Wissensund eine Regulationskomponente. Um Entwicklungsverläufe zur Metakognition und den Einfluss kognitiver und motivationaler Variablen abbilden zu können, bedarf es Längsschnittstudien. Ein Ziel des Nationalen Bildungspanels (National Educational Panel Study, NEPS) ist es daher, neben kognitiven Komponenten auch Metakognition bzw. Aspekte der Selbstregulation in den jeweiligen Phasen des Lebenslaufs zu erfassen. Nach einem Überblick über den Ansatz zur Erfassung des selbstregulierten Lernens (Metakognition bzw. Selbstregulation) im NEPS fokussiert der vorliegende Beitrag auf die Diagnose metakognitiven Wissens mittels eines neu entwickelten Instruments (z.T. in empirisch variierten Versionen) für Schülerinnen und Schüler der Sekundarstufe. Ergebnisse zweier Pilotstudien werden präsentiert und in Hinblick auf ihre theoretische und praktische Bedeutsamkeit, auch bezüglich weiterer NEPS-Entwicklungen diskutiert.

Schlagworte

Metakognition; Selbstregulation; Kompetenzmessung

l. Indicators of self-regulated learning within the German National Educational Panel Study (NEPS)

The ability to regulate learning processes in order to reach personal goals is a prerequisite for being successful in our rapidly changing information society. People need to self-regulate their learning and to make strategic decisions about what to learn. This concerns learning in institutional contexts, such as schools or universities, as well as behavior in out-of-school contexts and working environments (see Baumert, Bos, & Lehmann, 2000).

Self-regulated learning is a complex construct formed by different research traditions dealing with different terms and labels, which denote the same or at least strongly overlapping construct/s (see Dinsmore, Alexander, & Loughlin, 2008). …

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