Beyond counting the correct responses
Metacognitive monitoring and score estimations in mathematics
Bibliographic Data
| ID | 21376250 |
|---|---|
| Authors | Tahsin Oğuz Başokçu (0000-0002-4821-0045, Department of Educational Sciences Ege University Izmir Turkey, corresponding author), Mehmet Akif Güzel (0000-0001-5828-1237, Department of Psychology Abdullah Gül University Kayseri Turkey) |
| Year | 2022 |
| Volume | 59 |
| Issue | 6 |
| Pages | 1105-1121 |
| Publication date | 2022-06-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Psychology in the Schools (JOURNAL) |
| Journal identifiers | ISSN: 0033-3085 • E-ISSN: 1520-6807 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/pits.22665 |
| OpenAlex | W4214935549 |
| Language | EN |
| Citations received | 3 |
| References cited | 56 |
This study investigated how well students differentiate their responses' accuracies (metacognitive monitoring) and estimate their test scores beyond counting—and counting on—the number of correct responses alone. Monitoring abilities of 2832 sixth‐graders (1410 male and 1422 female native in Turkish) at an 11‐item Program for International Student Assessment (PISA)‐equivalent mathematics test were measured via response‐contingent Type‐2 signal detection theory. The students also made score estimations right before and immediately after completing the test (pre‐ and posttest estimations, respectively). Although high‐scoring students underestimated and low‐scoring ones overestimated how they would perform in the test, high‐scorers were accurate in their posttest estimations unlike the low‐scoring group, where the lattaer retained their overestimation tendencies. Having better monitoring performance, the high‐scoring group could subsequently calibrate their posttest estimations. Additional assessment methods such as measuring monitoring and score estimations seem to have the potential to reveal how mathematics students behave before, during, and after responding.
Cognition · Mathematics education · Metacognition · Test (biology) · Turkish · Innovative Teaching and Learning Methods · Intelligent Tutoring Systems and Adaptive Learning · Psychology · Student Assessment and Feedback
Pisa 2012 Assessment and Analytical Framework
Sampling
Type 2 tasks in the theory of signal detectability
Monitoring one's own knowledge during study
Effectiveness of learning strategy instruction on academic performance
Monitoring and control processes in the strategic regulation of memory accuracy.
Inquiry, Modeling, and Metacognition
Re-conceptualizing classroom assessment fairness
Grade expectations
Unskilled and unaware of it
Metacognition and cognitive monitoring
| Citations per year | 1.5 |
|---|---|
| Citation span | 2024 - 2026 (3) |
| Highly cited | No |