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- W96972610 abstract "A knowledge monitoring assessment (KMA) was developed and evaluated. The KMA, which evaluates how well students distinguish between what they know and do not know by comparing their knowledge estimates to test performance, is partially performance based and may be group or computer administered and objectively scored. Participants were 462 academically gifted high school students in a summer enrichment program. Mathematical and verbal analogy KMAs were developed. Results confirm prior findings that the KMA has significant but moderate relationships with scholastic aptitude, and that these relationships are somewhat higher than those that study skills and metacognitive self-report scales have with scholastic aptitude. Results also suggest that the KMA has low relationships with self-report measures of metacognition and study skills, which are highly related to one another. Results do indicate that knowledge monitoring has significant relationship with school grades, and that accurate monitoring is an important variable in school learning. Evidence supports the construct validity of the KMA and its usefulness in the study of metacognition. (Contains 5 tables and 24 references.) (SLD) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** Towards a Performance Based Measure of Metacognitive Knowledge Monitoring: Relationships with Self-Reports and Behavior Ratings Sigmund Tobias Howard T. Everson Vytas Laitusis Fordham University College Board Fordham University U S. DEPARTMENT OF EDUCATION Offide of Educational Research and Improvement EDUC TIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. 0 Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY" @default.
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- W96972610 title "Towards a Performance Based Measure of Metacognitive Knowledge Monitoring: Relationships with Self-Reports and Behavior Ratings." @default.
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