Literature Review 5

Running head: STUDENT METACOGNITION 1
Literature Review - Domain D
“Elementary students as active agents in their learning:
an empirical study of the connections
between assessment practices and student
metacognition”
Maria Laique
National University
STUDENT METACOGNITION 2
Abstract
This study explored how elementary teachers leveraged and structured student-involved
formative assessment to promote metacognition and self-regulation. Research has suggested a
connection between formative assessment practices (e.g., self-assessment and peer-assessment)
and metacognition. However, this connection has limited empirical support, especially within
early elementary contexts (i.e. Grades K-4). In this study, 44 Ontario elementary teachers
completed a survey reporting their teaching and assessment practices and beliefs about
metacognition. Five participants were then purposefully selected for semi-structured interviews
to describe their experiences developing students’ metacognition and self-regulatory capabilities
through student-involved assessment processes. Data were inductively and thematically
analyzed. Participants emphasized the value of assessment as learning practices (e.g., self-
assessment and reflective thinking) to develop students’ metacognition and discussed the need
for ongoing student feedback regarding metacognitive strategies. However, despite purposefully
implementing formative assessment to enhance metacognition and self-regulation, participants
articulated the need for additional resources to support the cultural shift towards assessment for
and as learning within their classrooms. [ABSTRACT FROM AUTHOR].

Literature Review – Domain C
Metacognition is thinking about your own thinking. It is an increasingly useful
mechanism to enhance student learning, both for immediate outcomes and for helping students to
understand their own learning processes. This article examines the connection between student
involved formative assessments to see if it helped a student’s metacognition.
Case Study
“To maximize learning, students need to be able to identify and close gaps between
what they know and what they need to know.” ("Professional Development for Educators:
Benefits & Types," n.d.) This study involved 44 Ontario elementary teachers (Kindergarten to
Grade 8, student ages 4–13). The research consisted of two phases with Phase 1 consisting of an
online survey and Phase 2 consisting of structured interviews. The survey was scored on a 5-
point scale with 1 representing ‘strongly disagree’ and 5 representing ‘strongly agree’. The
survey focused on their beliefs and practices related to metacognition, teaching, and assessment
in elementary science classrooms. Phase 2 involved the interview that contained many detailed
examples of integrating metacognition. In the interview, teachers were asked to describe their
assessment practices aimed at enhancing students’ metacognition and learning goals, as well as
discuss challenges they encountered.
Conclusion
The results showed that all participants conceptualized metacognition as a process where
an individual has the ability to understand and regulate their thinking and learning. Part of being
able to understand their thinking is reflecting on their strengths and needs. “Some strategies to
integrate reflective thinking into lessons were planning for reflection within daily plans and
engaging in ‘‘guided reflection’’, providing a structure for reflection rather than a generic or
open form of reflection.” ("Professional Development for Educators: Benefits & Types," n.d.)
They also discussed the importance of using learning strategies as part of metacognition. Three
themes were recognized in response to the research question about the role that assessment plays
in promoting metacognitive thinking: (a) student reflection, (b) assessment for teacher learning,
and (c) assessment as learning techniques. Participants continually highlighted student reflection
as a major component of metacognitive thinking, and as the visible action associated
with metacognitive behavior. Despite recognizing how assessment of learning could be used to
promote metacognition, the emphasis remained on assessment for learning and assessment as
learning practices.
References
Braund, H., & DeLuca, C. (2018). Elementary students as active agents in their learning: An
empirical study of the connections between assessment practices and student
metacognition. Australian Educational Researcher, 45(1), 65-85.
doi:http://dx.doi.org.nuls.idm.oclc.org/10.1007/s13384-018-0265-z

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Running head: STUDENT METACOGNITION 1

Literature Review - Domain D

“Elementary students as active agents in their learning:

an empirical study of the connections

between assessment practices and student

formative assessment to promote metacognition and self-regulation. Research has suggested a

connection between formative assessment practices (e.g., self-assessment and peer-assessment)

to describe their experiences developing students’ metacognition and self-regulatory capabilities

through student-involved assessment processes. Data were inductively and thematically

implementing formative assessment to enhance metacognition and self-regulation, participants

and as learning within their classrooms. [ABSTRACT FROM AUTHOR].

Literature Review – Domain C

Metacognition is thinking about your own thinking. It is an increasingly useful

involved formative assessments to see if it helped a student’s metacognition.

discuss challenges they encountered.

as a major component of metacognitive thinking, and as the visible action associated

empirical study of the connections between assessment practices and student

metacognition. Australian Educational Researcher, 45(1), 65-85.

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