Higher education institutions are now more than ever being pushed to provide large amounts of data and information to accrediting bodies and governing boards. This push for continuous evaluation and improvement has increased the need for new ways to measure student learning and development (Kuh, Pace, and Vesper, 1997). Institutions have turned to student surveys as a convenient avenue for assessing outcomes that would be impractical or difficult to measure with existing tools (Astin, 1993). Astin (1993) also notes that survey data can assess a greater bandwidth of content in comparison to objective measures, and that in many cases objective measures can be costly and potentially biased across special populations. With these benefits in mind,
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The term was initially introduced by Flavell (1976), and there are several terms used to represent the same general idea of metacognition, e.g. metacognitive beliefs, executive skills, metacomponents, self-regulation, and judgments of learning (Veenman et al, 2006). The development of all of these terms relates to the myriad of definitions and foci associated with the term metacognition.
Flavell’s (1976) original framework described metacognition as knowing about your own cognitive processes and the ability to monitor and regulate one’s own thinking and actions. This general definition was expanded as more research focused on the development of metacognition, its relationship to other cognitive factors, and its education implications. Within this framework, metacognition was dissected into four categories: metacognitive knowledge, metacognitive experiences, goals, and actions (Flavell, 1979). While distinct, all of these categories interacted and affected one another. However, this categorization of metacognition led the way for other researchers to focus on specific components of the overall general …show more content…
These self-assessments involve the ability of students to accurately predict and evaluate performance during and after a specific task. Most metacognitive accuracy research has focused on laboratory studies, specifically in memory research (Maki, 1998), and found a general over confidence in participants’ ratings of ability (Glenberg and Epstein, 1985). Recent research in an educational setting has also noted this tendency for students to overestimate their ability to perform on specific tests (Hacker, Bol, Horgan, and Ernest,
The term was initially introduced by Flavell (1976), and there are several terms used to represent the same general idea of metacognition, e.g. metacognitive beliefs, executive skills, metacomponents, self-regulation, and judgments of learning (Veenman et al, 2006). The development of all of these terms relates to the myriad of definitions and foci associated with the term metacognition.
Flavell’s (1976) original framework described metacognition as knowing about your own cognitive processes and the ability to monitor and regulate one’s own thinking and actions. This general definition was expanded as more research focused on the development of metacognition, its relationship to other cognitive factors, and its education implications. Within this framework, metacognition was dissected into four categories: metacognitive knowledge, metacognitive experiences, goals, and actions (Flavell, 1979). While distinct, all of these categories interacted and affected one another. However, this categorization of metacognition led the way for other researchers to focus on specific components of the overall general …show more content…
These self-assessments involve the ability of students to accurately predict and evaluate performance during and after a specific task. Most metacognitive accuracy research has focused on laboratory studies, specifically in memory research (Maki, 1998), and found a general over confidence in participants’ ratings of ability (Glenberg and Epstein, 1985). Recent research in an educational setting has also noted this tendency for students to overestimate their ability to perform on specific tests (Hacker, Bol, Horgan, and Ernest,