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Download full textHavis, Leanne R. – International Journal for the Scholarship of Teaching and Learning, 2019
This paper introduces a new integrated post-exam assessment model known as the exam autopsy. Grounded in metacognitive principles of reflective practice, students are provided with three sources of evaluative insight (from self, instructor, and peer) as they seek to analyze the root cause of their exam performance and formulate an action plan for…
Descriptors: Tests, Testing, Metacognition, Reflection
Direct linkCouchman, Justin J.; Miller, Noelle E.; Zmuda, Shaun J.; Feather, Kathryn; Schwartzmeyer, Tina – Metacognition and Learning, 2016
Students often gauge their performance before and after an exam, usually in the form of rough grade estimates or general feelings. Are these estimates accurate? Should they form the basis for decisions about study time, test-taking strategies, revisions, subject mastery, or even general competence? In two studies, undergraduates took a real…
Descriptors: Higher Education, College Students, Tests, Metacognition
Phakiti, Aek – Language Assessment Quarterly, 2016
The current study explores the nature and relationships among test takers' performance appraisals, appraisal calibration, and reported cognitive and metacognitive strategy use in a language test situation. Performance appraisals are executive processes of strategic competence for judging test performance (e.g., evaluating the correctness or…
Descriptors: Testing, Test Wiseness, Language Tests, Evaluation Methods
Chen, Li-Ju; Ho, Rong-Guey; Yen, Yung-Chin – Educational Technology & Society, 2010
This study aimed to explore the effects of marking and metacognition-evaluated feedback (MEF) in computer-based testing (CBT) on student performance and review behavior. Marking is a strategy, in which students place a question mark next to a test item to indicate an uncertain answer. The MEF provided students with feedback on test results…
Descriptors: Feedback (Response), Test Results, Test Items, Testing
Roebers, Claudia M.; Schmid, Corinne; Roderer, Thomas – British Journal of Educational Psychology, 2009
Background: Within the context of students' self-regulated learning, the interplay between learners' individual characteristics and the context of testing have been emphasized for assessing learning outcomes. Aims: The present study examined metacognitive monitoring and control processes in elementary schoolchildren's test taking behaviour and…
Descriptors: Cloze Procedure, Metacognition, Grade 5, Elementary School Students
North Carolina State Dept. of Public Instruction, Raleigh. Instructional Services. – 1997
The literacy strategies in this guide provide practical suggestions for teachers, regardless of discipline, to help middle school and high school students move to Levels III and IV on the North Carolina End-of-Grade Reading/Competency Tests. The strategies in the guide are designed for use with "inefficient" readers (not nonreaders).…
Descriptors: Classroom Techniques, Intermediate Grades, Limited English Speaking, Literacy
