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In the context of Education, Flavel [17], describes metacognition as being aware of one’s learning processes, recognizing gaps, utilizing information to achieve goals, judging cognitive demands, selecting strategies, and assessing progress. While cognition involves the mental processes of acquiring knowledge, cognitive strategies are the specific techniques used to build that knowledge. Metacognition is an internalized skill involving self-regulation processes that enable learners to plan, monitor, and evaluate their performance [18], helping students solve problems effectively, optimize time, and improve strategy selection. This research work explores a method for identifying metacognitive skills through self-assessment with an aim to evaluate students’ self-awareness. The primary objective of this study is to explore the relationship between students’ metacognitive skills and their self-awareness in self-assessment processes. The methodology involves the experimental study in the ‘Engineering Electromagnetics Course’ for 82 sophomore electrical engineering students that explores metacognitive facets of learning through comprehensive self-assessment, a metacognitive questionnaire, and end-semester grades. A vital aspect of the experiment is using a discussion-based self-assessment process instead of rubrics. This involves independent assessments, instructor-led discussions, post-discussion self-assessments, and final reflections. Adhering to Brew’s Level 2 typology [9], this democratic, dialogue-driven approach allows students to review answers, co-create a marking scheme with the instructor, and deepen their understanding of quality work. The key finding suggests a complex relationship between students’ metacognitive skills and self-assessment accuracy. Despite high metacognitive scores, many students show a significant discrepancy between their self-assessments and instructor assessments, indicating a disconnect between their theoretical understanding of their metacognition aspects and their practical application. This research provides course instructors with a structured approach to diagnosing and enhancing students’ metacognitive skills, laying the groundwork for future research on personalized education strategies and ongoing metacognitive development.

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Identifying Metacognitive Skills Through Students’ Self-assessment

  • 会议论文

  • 发表日期：

    2025年

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  • N. Mohammed Abu Basim,
  • Rachel Philip,
  • Nitin Bhatia

摘要

In the context of Education, Flavel [17], describes metacognition as being aware of one’s learning processes, recognizing gaps, utilizing information to achieve goals, judging cognitive demands, selecting strategies, and assessing progress. While cognition involves the mental processes of acquiring knowledge, cognitive strategies are the specific techniques used to build that knowledge. Metacognition is an internalized skill involving self-regulation processes that enable learners to plan, monitor, and evaluate their performance [18], helping students solve problems effectively, optimize time, and improve strategy selection. This research work explores a method for identifying metacognitive skills through self-assessment with an aim to evaluate students’ self-awareness. The primary objective of this study is to explore the relationship between students’ metacognitive skills and their self-awareness in self-assessment processes. The methodology involves the experimental study in the ‘Engineering Electromagnetics Course’ for 82 sophomore electrical engineering students that explores metacognitive facets of learning through comprehensive self-assessment, a metacognitive questionnaire, and end-semester grades. A vital aspect of the experiment is using a discussion-based self-assessment process instead of rubrics. This involves independent assessments, instructor-led discussions, post-discussion self-assessments, and final reflections. Adhering to Brew’s Level 2 typology [9], this democratic, dialogue-driven approach allows students to review answers, co-create a marking scheme with the instructor, and deepen their understanding of quality work. The key finding suggests a complex relationship between students’ metacognitive skills and self-assessment accuracy. Despite high metacognitive scores, many students show a significant discrepancy between their self-assessments and instructor assessments, indicating a disconnect between their theoretical understanding of their metacognition aspects and their practical application. This research provides course instructors with a structured approach to diagnosing and enhancing students’ metacognitive skills, laying the groundwork for future research on personalized education strategies and ongoing metacognitive development.