Multi-method assessment of metacognitive skills in elementary school children: How you test is what you get

Metacognition and Learning

Volumn 3, Issue 3, 2008, Pages 189-206

  Desoete, Annemie ^a,b  

^a GHENT UNIVERSITY   (Belgium)

^b Arteveldehogeschool   (Belgium)

Author keywords

Assessment; Child; Metacognition; Prospective questionnaire; Retrospective questionnaire; Teacher ratings; Think aloud protocols

Indexed keywords

EID: 55849152801     PISSN: 15561623     EISSN: 15561631     Source Type: Journal    
DOI: 10.1007/s11409-008-9026-0     Document Type: Article

References (40)

1. C. Artelt 2000 Wie prädiktiv sind retrospektive Selbstberichte über den Gebrauch von Lernstrategien für strategisches Lernen? German Journal of Educational Psychology 14 72 84
2. A. F. Artzt E. Armour-Thomas 1992 Development of a cognitive- metacognitive framework for protocol analysis of mathematical problem solving in small groups Cognition and Instruction 9 137 175
3. Baudonck, M., Debusschere, A., Dewulf, B., Samyn, F., Vercaemst, V., & Desoete, A. (2006). De Kortrijkse Rekentest Revision KRT-R. [The Kortrijk Arithmetic Test Revision KRT-R]. Kortrijk: CAR Overleie.
4. Brown, A. (1987). Metacognition, executive control, self-regulation, and other more mysterious mechanisms. In F. E. Weinert, & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 65-116). Hillsdale, NJ: Erlbaum.
5. M. Carr D. L. Jessup 1995 Cognitive and metacognitive predictors of arithmetics strategy use Learning and Individual Differences 7 235 247
6. A. De Clercq A. Desoete H. Roeyers 2000 EPA2000: A multilingual, programmable computer assessment of off-line metacognition in children with mathematical-learning disabilities Behavior Research Methods, Instruments, & Computers 32 304 311
7. Demetriou, A., Gustafsson, J. E., Efklides, A., & Platsidou, M. (1992). Structural systems in developing cognition, science, and education. In A. Demetriou, M. Shayer, & A. Efklides (Eds.), Neo-Piagetian theories of cognitive development: Implications and applications for education (pp. 79-103). London: Routledge.
8. A. Desoete 2007 Evaluating and improving the mathematics teaching-learning process through metacognition? Electronic Journal of Research in Educational Psychology 5 3 705 730
9. Desoete, A., & Roeyers, H. (2006). Cognitieve Deelvaardigheden Rekenen (CDR). Rekentests voor 1ste, 2de en 3de graad. Herenthals: Vlaamse Vereniging voor Logopedisten (VVL).
10. A. Desoete H. Roeyers A. Buysse 2001 Metacognition and mathematical problem solving in grade 3 Journal of Learning Disabilities 34 435 449
11. Desoete, A., Roeyers, H., & De Clercq, A. (2002). The measurement of individual metacognitive differences in mathematical problem solving. In M. Valcke, D. Gombeir, & W. C. Smith (Eds.), Learning styles. Reliability & validity proceedings of the 7th Annual ELSIN Conference Ghent University, Belgium (pp. 93-102). Gent: Academia Press Scientific Publishers.
12. A. Desoete H. Roeyers A. De Clercq 2003 Can off-line metacognition enhance mathematical problem solving? Journal of Educational Psychology 95 1 188 200
13. A. Desoete H. Roeyers A. Huylebroeck 2006 Metacognitive skills in Belgian third grade children (age 8 to 9) with and without mathematical learning disabilities Metacognition and Learning 1 2 119 135
14. De Vos, T. (1992). Tempo-Test-Rekenen. Berkhout: Nijmegen.
15. Dowker, A. (2005). Individual differences in arithmetic. Implications for psychology, neuroscience and education. Psychology Press: Hove, UK.
16. Elshout-Mohr, M., Meijer, J., van Daalen-Kapteijns, M., & Meeus, W. (2003). A self-report inventory for metacognition related to academic tasks. Paper presented at the 10th Conference of the European Association for Research on Learning and Instruction (EARLI). Padova, Italy, 26-30 August 2003.
17. Flavell, J. H. (1976). Metacognitive aspects of problem solving. In L. B. Resnick (Ed.), The nature of intelligence (pp. 231-235). Hillsdale, NJ: Erlbaum.
18. Ghesquière, P., & Ruijssenaars, A. (1994). Vlaamse normen voor studietoetsen Rekenen en technisch lezen lager onderwijs. Leuven: K.U.L.-C.S.B.O.
19. N. Huet C. Marine 1998 Assessment of metacognition II. Concurrent measures L' Annee Psychologique 98 727 742
20. L. M. Lin K. M. Zabrucky 1998 Calibration of comprehension: Research and implications for education and instruction Contemporary Educational Psychology 23 345 391
21. Lucangeli, D., Cornoldi, C., & Tellarini, M. (1998). Metacognition and learning disabilities in mathematics. In T.E. Scruggs, & M.A. Mastropieri (Eds.), Advances in learning and behavioral disabilities (pp. 219-285). Greenwich: JAI.
22. D. Lucangeli D. Galderisi C. Cornoldi 1995 Specific and general transfer effects following metamemory training Learning Disabilities Research & Practice 10 11 21
23. C. Marine N. Huet 1998 Assessment of metacognition I-Independent measures L' Annee Psychologique 98 711 726
24. L. Meltzer B. Roditi R. F. Houser M. Perlman 1998 Perceptions of academic strategies and competence in students with learning disabilities Journal of Learning Disabilities 31 437 451
25. Montague, M. (1998). Research on metacognition in special education. In T. E. Scruggs, & M. A. Mastropieri (Eds.), Advances in learning and behavioural disabilities (p. 151). San Diego: Academic.
26. N. E. Perry 1998 Young children's self-regulated learning and context that support it Journal of Educational Psychology 90 715 729
27. Pressley, M. (2000). Development of grounded theories of complex cognitive processing: Exhaustive within- and between study analyses of thinking-aloud data. In G. Schraw, & J. C. Impara (Eds.), Issues in the measurement of metacognition (pp. 262-296). Lincoln, NE: Buros Institute of Mental Measurements.
28. R. A. Sperling B. C. Howard L. A. Miller C. Murphy 2002 Measures of children's knowledge and regulation of cognition Contemporary Educational Psychology 27 51 79
29. Sternberg, R. J. (2001). Metacognition, abilities, and developing expertise: what makes an expert student? In H. Hartman (Ed.), Metacognition in Learning and Instruction (pp. 247-260). Dordrecht: Kluwer Academic Press.
30. H. L. Swanson 1990 Influence of metacognitive knowledge and aptitude on problem solving. Journal of Educational Psychology 82 306 314
31. Tobias, S., & Everson, H. T. (2002). Knowing what you know and what you don't: Further research on metacognitive monitoring. College board research report 2002-3. New York: College Entrance Board.
32. Veenman, M. V. J. (2005). The assessment of metacognitive skills: What can be learned from multi-method designs? In C. Artelt, & B. Moschner (Eds.), Lernstrategien und Metakognition: Implikationen für Forschung und Praxis (pp. 77-99). Münster: Waxmann.
33. M. V. J. Veenman R. Kok A. W. Blote 2005 The relation between intellectual and metacognitive skills in early adolescence Instructional Science 33 193 211
34. M. V. J. Veenman M. A. Spaans 2005 Relation between intellectual and metacognitive skills: Age and task differences Learning and Individual Differences 15 159 176
35. M. V. J. Veenman B. H. A. M. Van Hout-Wolters P. Afflerbach 2006 Metacognition and learning. Conceptual and methodological considerations Metacognition and Learning 1 3 14
36. M. V. J. Veenman P. Wilhelm J. J. Beisheuzen 2004 The relation between intellectual and metacognitive skills from a developmental perspective Learning and Instruction 14 89 109
37. Vermeer, H. (1997). Sixth-grade students' mathematical problem-solving behaviour. Motivational variables and gender differences. UFB: Leiden University.
38. J. D. H. M. Vermunt 1996 Metacognitive, cognitive and affective aspects of learning styles and strategies: A phenomenographic analysis Higher Education 31 25 50
39. Whitebread, D., Coltman, P., Anderson, H., Mehta, S., & Pasternak, D. P.(2005). Metacognition in young children: Evidence form a naturalistic study of 3-5 year olds. Paper presented at the 11th Biennial European Association for Research on Learning and Instruction (EARLI) Confrerence, Nicosia, Cyprus (August).
40. Winne, P. H., & Perry, N. E. (2000). Measuring self-regulated learning. In M. Boekaerts, P. E. Pintrich, & M. Zeidner (Eds.), Handbook of self-regulation (pp. 531-566). San Diego: Academic.