In this blog post James Rhem shares an effort called the Transparency Project, brought the University of Nevada-Las Vegas by Mary-Ann Winkelmas.
Charity Peak explores the role of metacognition beyond the classroom. Peak considers the value of self-monitoring and self-regulation in a variety of domains, including school, family, career, military service, and other life goals. Metacognitive reflection is not only valuable in the classroom, but it is also essential to living a purposeful life.
Antonio Gutierrez questions the assumption that conditional knowledge (e.g., when, why, where, and how a learning strategy applies) is related to calibration (e.g. self-monitoring, self-regulation). While the literature presupposes a link between them, Gutierrez calls on us to investigate the connection.
In Gregg Schraw’s (2009) chapter, Measuring Metacognitive Judgments, he artfully provides a taxonomy of calibration measures that attempt to assesses metacognitive judgment of learning. For more information, follow the hyperlink below. Schraw, G. (2009). Measuring Metacognitive Judgments. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.). Handbook of metacognition in education, 415. Friday, November 21, 2014