Alternative assessment of strategy use with self-report instruments: a discussion

Veenman, Marcel V. J.

doi:10.1007/s11409-011-9080-x

Cited by 215 publications

(157 citation statements)

References 14 publications

Supporting

Mentioning

129

Contrasting

Unclassified

Order By: Relevance

“…In this respect, Veenman (2011) describes the drawbacks of the use of self-reports in measuring strategy use. Answering questionnaire items requires students to retrieve the strategies they used during task execution from their memory, and this process can suffer from memory distortions.…”

Section: Conclusion and Discussionmentioning

confidence: 99%

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

et al. 2014

View full text Add to dashboard Cite

Background. Assessment for Learning (AfL) is believed to create a rich learning environment in which students develop their cognitive and metacognitive strategies. Monitoring student growth and providing scaffolds that shed light on the next step in the learning process are hypothesized to be essential elements of AfL that enhance cognitive and metacognitive strategies. However, empirical evidence for the relation between AfL and students' strategy use is scarce.

show abstract

Section: Conclusion and Discussionmentioning

confidence: 99%

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

et al. 2014

View full text Add to dashboard Cite

show abstract

“…Some issues are more difficult to address than others. As Cromley and Azevedo (2006), MacNamara (2011), as well as Veenman and colleagues (Veenman, 2011;Veenman, Van Hout-Wolters, & Afflerbach, 2006) have noted, self-report data have inherent limitations. There are methods of data collection (e.g., think-aloud protocols, reaction times, error detection, and other methods) that are less vulnerable to those limitations, but are also considerably more time-consuming and difficult to implement.…”

Section: Validity Of the Marsimentioning

confidence: 99%

“…There are also issues with the generalized nature of the MARSI directions: students use strategies to a different extent in different contexts, even in academic reading, and context-free measures do not accurately reflect strategy use for all of those contexts (e.g., Bråten & Strømsø, 2011;Hadwin, Winne, Stockley, Nesbit, & Woszczyna, 2001;Pressley, 2000;Veenman, 2011). However, contextualizing the instrument to focus on specific readings would necessarily limit its generalizability.…”

Section: Validity Of the Marsimentioning

confidence: 99%

Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance

Mokhtari

Dimitrov

Reichard

2018

SSLLT

View full text Add to dashboard Cite

In this study, we revised the Metacognitive Awareness of Reading Strategies Inventory (MARSI), a self-report instrument designed to assess students' awareness of reading strategies when reading school-related materials. We collected evidence of structural, generalizability, and external aspects of validity for the revised inventory (MARSI-R). We first conducted a confirmatory factor analysis of the MARSI instrument, which resulted in the reduction of the number of strategy statements from 30 to 15. We then tested MARSI-R for factorial invariance across gender and ethnic groups and found that there is a uniformity in student interpretation of the reading strategy statements across these groups, thus allowing for their comparison on levels of metacognitive processing skills. We found evidence of the external validity aspect of MARSI-R data through correlations of such data with a measure of the students' perceived reading ability. Given that this journal is oriented to second Kouider Mokhtari, Dimiter M. Dimitrov, Carla A. Reichard 220 language learning and teaching, our article also includes comments on the Survey of Reading Strategies (SORS), which was based on the original MARSI and was designed to assess adolescents' and adults' metacognitive awareness and perceived use of ESL reading strategies. We provide a copy of the MARSI-R instrument and discuss the implications of the study's findings in light of new and emerging insights relative to assessing students' metacognitive awareness and perceived use of reading strategies.

show abstract

“…Secondly, students can differ in their frame of reference as to which situations they have in mind when answering the questions and interpreting the scales (McNamara 2011;Schellings 2011). Thirdly, the way students answer self-report questionnaires may be biased by triggers in the questions which prompt them to wrongly label their own behavior or by social desirability (Cromley and Azevedo 2011;Veenman 2011a). Therefore, students are typically quite inaccurate in reporting their own metacognitive behavior.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Towards efficient measurement of metacognition in mathematical problem solving

Jacobse

Harskamp

2012

Metacognition Learning

112

View full text Add to dashboard Cite

Metacognitive monitoring and regulation play an essential role in mathematical problem solving. Therefore, it is important for researchers and practitioners to assess students' metacognition. One proven valid, but time consuming, method to assess metacognition is by using think-aloud protocols. Although valuable, practical drawbacks of this method necessitate a search for more convenient measurement instruments. Less valid methods that are easy to use are self-report questionnaires on metacognitive activities. In an empirical study in grade five (n039), the accuracy of students' performance judgments and problem visualizations are combined into a new instrument for the assessment of metacognition in word problem solving. The instrument was administered to groups of students. The predictive validity of this instrument in problem solving is compared to a wellknown think-aloud measure and a self-report questionnaire. The results first indicate that the questionnaire has no relationship with word problem solving performance, nor the other two instruments. Further analyses show that the new instrument does overlap with the thinkaloud measure and both predict problem solving. But, both instruments also have their own unique contribution to predicting word problem solving. The results are discussed and recommendations are made to further complete the practical measurement instrument.

show abstract

Alternative assessment of strategy use with self-report instruments: a discussion

Cited by 215 publications

References 14 publications

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

The relation between Assessment for Learning and elementary students' cognitive and metacognitive strategy use

Revising the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and testing for factorial invariance

Towards efficient measurement of metacognition in mathematical problem solving

Contact Info

Product

Resources

About