The development of two observational tools for assessing metacognition and self-regulated learning in young children
The development of two observational tools for assessing metacognition and self-regulated learning in young children
复制标题
开发两种评估幼儿元认知和自我调节学习的观察工具
DOI：
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发表时间：
2009
期刊：
影响因子：
--
通讯作者：
Demetra Demetriou
中科院分区：
文献类型：
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作者：
D. Whitebread;Penny Coltman;Deborah Pino Pasternak;Claire Sangster;V. Grau;Sue Bingham;Qais I. Almeqdad;Demetra Demetriou
本文报告了英国一项研究中开发的观察方法，用于识别和评估 3-5 岁幼儿的元认知和自我调节能力。有人认为，观察工具的发展虽然存在方法上的困难，但使我们能够对这个年龄段儿童的元认知和自我调节能力做出更有效的评估。描述了对 582 个元认知或自我调节录像“事件”的分析，包括开发识别言语和非言语指标的编码框架。还报告了观察工具“儿童独立学习发展（儿童 3-5）检查表”的构建，以及课堂教师可以使用该工具的可靠性证据，以及其作为幼儿元认知和自我调节衡量标准的外部有效性的早期迹象。鉴于儿童元认知和自我调节技能发展的教育意义，有人认为开发这种工具可能非常有益。通过本研究中开发的各种观察工具来建立幼儿的元认知和自我调节能力，也对元认知和自我调节的模型和理论具有明确而重大的影响。本文最后讨论了这些影响。
This paper reports on observational approaches developed within a UK study to the identification and assessment of metacognition and self-regulation in young children in the 3–5 year age range. It is argued that the development of observational tools, although containing methodological difficulties, allows us to make more valid assessments of children’s metacognitive and self-regulatory abilities in this age group. The analysis of 582 metacognitive or self-regulatory videotaped ‘events’ is described, including the development of a coding framework identifying verbal and non-verbal indicators. The construction of an observational instrument, the Children’s Independent Learning Development (CHILD 3–5) checklist, is also reported together with evidence of the reliability with which it can be used by classroom teachers and early indications of its external validity as a measure of metacognition and self-regulation in young children. Given the educational significance of children’s development of metacognitive and self-regulatory skills, it is argued that the development of such an instrument is potentially highly beneficial. The establishment of the metacognitive and self-regulatory capabilities of young children by means of the kinds of observational tools developed within this study also has clear and significant implications for models and theories of metacognition and self-regulation. The paper concludes with a discussion of these implications.
影响因子：
4.6
作者：
Rothbart, MK;Ahadi, SA;Fisher, P
通讯作者：
Fisher, P