Assessing Metacognitive Skills in Computerized Learning Environments
Assessing Metacognitive Skills in Computerized Learning Environments
复制标题
评估计算机化学习环境中的元认知技能
DOI：
10.1007/978-1-4419-5546-3_11
复制
发表时间：
2013
影响因子：
4.6
通讯作者：
M. Veenman
中科院分区：
文献类型：
--
作者：
M. Veenman
在本章中，元认知技能被认为是一组有组织的元认知自我指令，用于监测和控制认知活动。这些自我指令可以表示为条件-动作规则的产生系统。然而，对于元认知技能的评估，这些隐性规则必须从任务执行过程中的显性学习者行为中推断出来。在计算机化的学习任务中，学习者活动的在线痕迹可以悄悄地存储在日志文件中。日志档案评估的先决条件是在理性任务分析的基础上选择元认知学习活动的相关指标，这些指标必须对照其他在线措施进行验证，例如，有声思维协议。这种对日志文件的分析将允许将元认知技能作为一种能力进行评估，即作为一种相对稳定的自我指导能力。为了进一步捕捉元认知过程随时间的动态变化，可以通过时间序列分析在记录的轨迹中识别元认知活动的渐进模式。元认知技能评估的能量法和动态法是相辅相成的，而不是相互排斥的。
In this chapter, metacognitive skills are considered to be an organized set of metacognitive self-instructions for the monitoring of and control over cognitive activity. These self-instructions can be represented as a production system of condition-action rules. For the assessment of metacognitive skills, however, these covert rules have to be inferred from overt learner behavior during task performance. In computerized learning tasks, on-line traces of learner activities can be unobtrusively stored in logfiles. Prerequisite to logfile assessment is the selection of relevant indicators of metacognitive learning activities on the basis of a rational task analysis, which indicators have to be validated against other on-line measures obtained with, for instance, thinking-aloud protocols. Such analyses of logfiles will allow for the assessment of metacognitive skills as an aptitude, that is, as a relatively stable repertoire of self-instructions. In order to further capture the dynamic change in metacognitive processes over time, progressive patterns of metacognitive activity can be identified in logged traces through time-series analysis. It is argued that the aptitude and dynamic approaches to assessing metacognitive skills are complementary to one another, rather than excluding each other.
影响因子：
4.6
作者：
Chen, Z;Klahr, D
通讯作者：
Klahr, D