The assessment of metacognitive skills: what can be learned from multi-method designs?

By M. Veenman. 2005

299 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/387706ecc88fe64364326c7bdc763b979966ec01

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Citations in the corpus

The development of two observational tools for assessing metacognition and self-regulated learning in young children (2009, methodology): “In an exhaustive review of methodologies used to assess metacognitive skills, Veenman (2005) reviewed the possible contributions and difficulties of all the common methods used within the literature, including prospective and retrospective self-report measures (questionnaires and interviews), concur”
How can primary school students learn self-regulated learning strategies most effectively? A meta-analysis on self-regulation training programmes (2008, background): “However, this type of assessment instrument is sometimes problematic: investigations of questionnaires measuring self-regulation competence revealed only low correlations between different instruments (Spörer & Brunstein, 2006; Veenman, 2005) as well as between questionnaire scales and achievement o”
Clarifying Pre-Service Teacher Perceptions of Mentor Teachers' Developing Use of Mentoring Skills. (2011, background): “The validity of stimulated recall has been questioned (Yinger, 1986), as has that of other retrospective methods (Veenman, 2005).”
Socially shared metacognition of dyads of pupils in collaborative mathematical problem-solving processes (2011, background): “Further, Veenman (2005) proposes a multi-method approach in studying metacognition.”
The Importance of Metacognitive Reading Strategy Awareness in Reading Comprehension. (2013, background): “According to Veenman (2005), procedural knowledge refers to knowing “how” to do things.”
Evaluating metacognitive self-reports: systematic reviews of the value of self-report in metacognitive research (2020, methodology): “Because, in general, on-line measures only weakly correlate with off-line measures (Veenman 2005), one interpretation of varied effect sizes is that the type of instrument (questionnaire versus task) may impact the results.”
Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get (2008, methodology): “Multi-method techniques seem indicated to get a good picture of metacognitive skills (Veenman 2005; Veenman et al. 2006).”
Self-regulated learning partially mediates the effect of self-regulated learning interventions on achievement in higher education: A meta-analysis (2019, result): “Learners’ self-reported SRL has been found to be weakly correlated to actual counts of strategy use (Hadwin et al., 2007; Veenman, 2005).”
Assessing metacognitive knowledge: Development and evaluation of a test instrument (2013, unknown): “…measures for error detection or allocation of study time (Dubowy, 2010; Lockl & Schneider, 2003; Metcalfe, 2009; Pieschl, 2009), thinking-aloud protocols (Veenman, 2005) or log-ﬁ le-based analyses for computer-based learning (Azevedo, 2007); for an overview see, for example, Zimmerman (2008).”
Online Discussion and Self-Regulated Learning: Effects of Instructional Methods on Mathematical Literacy (2006, methodology): “On the basis of research by Forrest-Pressley, Makinnon, and Garry (1985), Kramarski and Mevarech (2003), and Veenman (2005), we distinguished between general and domainspecific SRL. General SRL refers to one being able to control and regulate problem-solving processes regardless of the specific…”