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Numerous measures exist to gain a full picture of a student's learning strengths and challenges. Following are examples of measures used to assess this Learner Factor. These measures should be administered and interpreted by experienced professionals.
Metacognitive knowledge can be measured by comparing predictive judgments to actual performance on any given task. For example, an assessment might give learners a set of math problems to complete and ask them how many they believe they will get right and then compare that to how many problems they do get right.
Metacognitive Awareness of Reading Strategies Inventory (Mokhtari & Reichard, 2002): Survey measuring awareness and perceived use of reading strategies. Learners rank how often they use global reading strategies (e.g., "I think about what I know to help me understand what I read"), problem solving strategies (e.g., "I try to get back on track when I lose concentration"), and support strategies (e.g., "I underline or circle information in the text to help me remember it").
Ackerman, R., & Goldsmith, M. (2011). Metacognitive regulation of text learning: On screen versus on paper. Journal of Experimental Psychology: Applied, 17(1), 18-32.
Biazotto Andre, A. (2018). Learning about and becoming aware of reading strategies and metacognition in English by adult second language learners. [Doctoral dissertation, Illinois State University].
Borgna, G., Convertino, C., Marschark, M., Morrison, C., & Rizzolo, K. (2011). Enhancing deaf students' learning from sign language and text: Metacognition, modality, and the effectiveness of content scaffolding. Journal of Deaf Studies and Deaf Education, 16(1), 79-100.
Clinton, V. (2019). Reading from paper compared to screens: A systematic review and meta-analysis. Journal of Research in Reading, 42(2), 288-325.
Dawson, T. L. (2008). Metacognition and learning in adulthood. Prepared in response to tasking from ODNI/CHCO/IC Leadership Development Office, Developmental Testing Service, LLC.
Dresel, M., & Haugwitz, M. (2006). The relationship between cognitive abilities and self-regulated learning: Evidence for interactions with academic self-concept and gender. High Ability Studies, 16(2), 201-218.
Ferrara, A. M., & Panlilio, C. C. (2020). The role of metacognition in explaining the relationship between early adversity and reading comprehension. Children and Youth Services Review, 112, 104884.
Folke, T., Ouzia, J., Bright, P., De Martino, B., & Filippi, R. (2016). A bilingual disadvantage in metacognitive processing. Cognition, 150, 119-132.
Geurten, M., & Lemaire, P. (2019). Metacognition for strategy selection during arithmetic problem-solving in young and older adults. Aging, Neuropsychology, and Cognition, 26(3), 424-446.
Hertzog, C., & Dunlosky, J. (2011). Metacognition in later adulthood: Spared monitoring can benefit older adults' self-regulation. Current Directions in Psychological Science, 20(3), 167-173.
Kellenberg, F., Schmidt, J., & Werner, C. (2017). The adult learner: self-determined, self-regulated, and reflective. Signum Temporis, 9(1), 23.
Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. In G. H. Bower (Ed.), The psychology of learning and motivation (Vol. 26, pp. 125-173). Academic Press.
Nelson, T. O., & Narens, L. (1994). Why investigate metacognition?. In J. Metcalfe & A. P. Shimamura (Eds.), Metacognition: Knowing about knowing (pp. 1-25). MIT Press.
Mitchell, D. J., & Cusack, R. (2018). Visual short-term memory through the lifespan: Preserved benefits of context and metacognition. Psychology and Aging, 33(5), 841-854.
Mokhtari, K., & Reichard, C. A. (2002). Assessing students' metacognitive awareness of reading strategies. Journal of Educational Psychology, 94(2), 249-259
Palmer, E. C., David, A. S., & Fleming, S. M. (2014). Effects of age on metacognitive efficiency. Consciousness and Cognition, 28(1), 151-160.
Pennequin, V., Sorel, O., & Mainguy, M. (2010). Metacognition, executive functions and aging: The effect of training in the use of metacognitive skills to solve mathematical word problems. Journal of Adult Development, 17(3), 168-176.
Price, J., Hertzog, C., & Dunlosky, J. (2010). Self-regulated learning in younger and older adults: Does aging affect metacognitive control?. Aging, Neuropsychology, and Cognition, 17(3), 329-359.
Ransdell, S., Barbier, M. L., & Niit, T. (2006). Metacognitions about language skill and working memory among monolingual and bilingual college students: When does multilingualism matter? International Journal of Bilingual Education and Bilingualism, 9(6), 728-741
Rosi, A., Vecchi, T., & Cavallini, E. (2019). Metacognitive-strategy training promotes decision-making ability in older adults. Open Psychology, 1(1), 200-214.
Silvestri, J. A. (2016). An analysis of the reading strategies used by deaf and hearing adults: Similarities and differences in phonological processing and metacognition [Doctoral dissertation, Columbia University].
Takahashi, M., & Overton, W. F. (1996). Formal reasoning in Japanese older adults: The role of metacognitive strategy, task content, and social factors. Journal of Adult Development, 3(2), 81-91.