Multi-method assessment of metacognitive skills in elementary school children: how you test is what you get |
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| Authors: | Annemie Desoete |
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| Institution: | (1) Department of experimental clinical and health psychology, Ghent University, Henri Dunantlaan 2, 9000 Ghent, Belgium;(2) Arteveldehogeschool, Ghent, Belgium |
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| Abstract: | Third grade elementary school children solved tests on mathematical reasoning and numerical facility. Metacognitive skillfulness
was assessed through think aloud protocols, prospective and retrospective child ratings, teacher questionnaires, calibration
measures and EPA2000. In our dataset metacognition has a lot in common with intelligence, but planning measured with teacher
ratings plays a role above and beyond IQ. Moreover, we found that skills are generally related, but that it is more appropriate
to assess them separately. In addition, results show the value of an experienced teacher as actual measure of metacognitive
planning skills. Our dataset suggests convergent validity for prospective and retrospective child ratings, but no significant
relationship with the other metacognitive measures. Metacognitive skillfulness combined with intelligence accounts for between
52.9% and 76.5% of the mathematics performances. The choice of diagnostic instruments highly determines the predicted percentage.
Consequences for the assessment of metacognitive skills are discussed. |
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| Keywords: | Metacognition Assessment Teacher ratings Think aloud protocols Prospective questionnaire Retrospective questionnaire Child |
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