In search of the reliability of a Flemish version of the Knowledge Monitoring Assessment Test |
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Authors: | Geraldine Clarebout Jan Elen Patrick Onghena |
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Institution: | (1) Center for Instructional Psychology and Technology, Katholieke Universiteit Leuven, Vesaliusstraat 2, B-3000 Leuven, Belgium;(2) Center for Methodology of Educational Research, Katholieke Universiteit Leuven, Vesaliusstraat 2, B-3000 Leuven, Belgium |
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Abstract: | Metacognitive skills are widely recognized as an important moderating variable for learning. Many studies have shown that
these skills affect students’ learning results. Tobias and Everson (2000) argue that metacognitive skills cannot be effectively applied in absence of accurate knowledge monitoring. Consequently,
they constructed a knowledge monitoring assessment test, which is claimed to be a valid test to measure students' knowledge
monitoring capacity. In this contribution the reliability of a Flemish version of the KMA test is studied. Two studies are
reported on, one with secondary education students and one with freshmen university students. In both studies split half method
and Kuder Richardson 20 were used to calculate the internal consistency as a measurement of reliability. Because none of the
results showed a good reliability it is suggested that additional efforts are needed to elaborate a reliable instrument. |
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Keywords: | metacognition knowledge monitoring methodology reliability |
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