Exploring the Utility of Student-Think Alouds for Providing Insights into Students' Metacognitive and Problem-Solving Processes during Assessment Development

Autor/inn/en	Basaraba, Deni; Zannou, Yetunde; Woods, Dawn; Ketterlin-Geller, Leanne
Institution	Society for Research on Educational Effectiveness (SREE)
Titel	Exploring the Utility of Student-Think Alouds for Providing Insights into Students' Metacognitive and Problem-Solving Processes during Assessment Development
Quelle	(2013), (11 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Protocol Analysis; Metacognition; Problem Solving; Educational Assessment; Screening Tests; Algebra; Readiness; Mathematics Instruction; Grade 2; Grade 3; Grade 4; Elementary School Teachers; Cognitive Processes; Multiple Choice Tests; Prediction; Planning; Revision (Written Composition); Writing Processes + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Problemlösen; Education; assessment; Bewertungssystem; Screening-Verfahren; Mathematics lessons; Mathematikunterricht; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Cognitive process; Kognitiver Prozess; Multiple choice examinations; Multiple-choice tests, Multiple-choice examinations; Multiple-Choice-Verfahren; Vorhersage; Ablaufplanung; Planungsprozess; Korrektur
Abstract	Within the current test-centered educational reform movement, considerable emphasis is placed on using assessment results to make instructional decisions for individual students. Test scores are used to estimate a student's current level of skill, monitor his or her progress during instruction, and identify whether the student has gained the expected skills and knowledge at the end of an instructional period. Informed and appropriate instructional decision-making, however, is predicated on several assumptions: (1) assessments can provide information about students' understanding, strategic competence, and reasoning skills within a domain; and (2) that this information can be obtained accurately and efficiently to help educators determine whether students will benefit from additional instructional supports to be successful (Ikeda, Neessen, & Witt, 2008). Meeting these assumptions, however, requires taking steps during the assessment development process to ensure valid inferences can be made about students' knowledge, skills, and abilities based on their performance on the assessment. The purpose of this study is to describe the development of a universal screening assessment of algebra readiness for Grades 2-4 with a particular focus on the collection of student think-aloud data to: (1) provide insights into students' cognitive and problem-solving processes; (2) investigate the relationships between students' predictive, planning, and procedural metacognition and their performance on multiple-choice mathematics items that were similar in structure and content to those that would be used in the universal screening assessment; and (3) inform the item writing and revision process. Specifically, this study focuses on the following research questions: (1) To what extent can multiple-choice mathematics items be written that require students' to demonstrate varying levels of cognitive engagement; and (2) What is the relation between students' predictive, planning, and procedural metacognition and their performance on multiple-choice mathematics items. Three tables and one figure (Directions for Concurrent and Retrospective Think-Alouds) are appended. (ERIC).
Anmerkungen	Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01