The on-line assessment of metacognitive skills in a computerized learning environment

Relationship between parent involvement and academic achievement through metacognitive strategies: A multiple multilevel mediation analysis

“…Metacognitive strategies were also measured by self‐report questionnaire. However, according to recent literature, problem‐solving activities or online learning tasks can be used and generalized in all age groups to derive a better understanding of the relations of metacognitive processes to themselves and to other academic factors, as external and objective codification criteria can be used (Veenman, ; Veenman, Bavelaar, De Wolf, & Van Haaren, ). Finally, implementation of latent multilevel analysis should be considered in the future, as it helps minimize measurement error, allowing for the use of multiple indicators to control measurement error at the individual student and classroom levels (Lüdtke, Marsh, Robitzsch, & Trautwein, ; Morin et al ., ).…”

Teaching for Metacognition

“…More recently, computerized assessments of metacognitive skills have become available (Veenman, 2013b;Veenman et al, 2014;Winne, 2010). A learning task is presented on a computer and all student activities in this computerized environment, such as button presses, scrolling, and electronic notes, are registered in a logfile on the computer.…”

“…A learning task is presented on a computer and all student activities in this computerized environment, such as button presses, scrolling, and electronic notes, are registered in a logfile on the computer. Once validated, computerized assessments can be administered to students at any time or place in a flexible way, or even to large groups of students at the same time (Veenman et al, 2014). Logfile measures, however, represent activities of students on the cognitive object level without the metacognitive considerations provided by students when thinking aloud.…”

Detección del alumno en riesgo en titulaciones de Ciencias de la Salud: aplicación de técnicas de Learning Analytics

“…Respecto del análisis conductual de los patrones de aprendizaje de los estudiantes, es referencial conocer el tipo de estrategias de aprendizaje que utilizan y dentro de ellas tiene una especial relevancia el uso de las estrategias metacognitivas, ya que su utilización explica el 40% de la varianza de los resultados de aprendizaje (Veenman, Bavelaar, De Wolf, y Van Haaren, 2014). En esta línea, investigaciones recientes (Cerezo, Sánchez-Santillan, Paule-Ruiz, y Núñez, 2016;Sáiz, Marticorena, García-Osorio, y Díez-Pastor, 2017) han puesto de manifiesto como la predicción de los resultados eficaces de aprendizaje se relaciona con el porcentaje de continuidad conductual del estudiante en la plataforma (media de visitas por día) y dentro de ella, especialmente con la frecuencia en la consulta al feedback dado por el docente a las tareas realizadas así como con la realización de tareas de autoevaluación del aprendizaje (realización de quizzes).…”