Should they change their answers or not? Modelling Achievement through a Metacognitive Lens

IF 2.7 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Assessment in Education-Principles Policy & Practice Pub Date : 2022-01-02 DOI:10.1080/0969594X.2022.2053945

E. Papanastasiou, Agni Stylianou-Georgiou

引用次数: 4

Abstract

ABSTRACT Α frequently used indicator to reflect student performance is that of a test score. However, although tests are designed to assess students’ knowledge or skills, other factors can also affect test results such as test-taking strategies. Therefore, the purpose of this study was to model the interrelationships among test-taking strategy instruction (with a focus on metacognition), answer changing bias and performance on multiple-choice tests among college students through structural equation modelling. This study, which was based on a sample of 1512 students from Greece, has managed to extend the findings of previous research by proposing a model that demonstrates the interplay between these variables.

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他们是否应该改变他们的答案?通过元认知镜头建模成就

摘要Α反映学生表现的常用指标是考试成绩。然而，尽管考试是为了评估学生的知识或技能而设计的，但其他因素也会影响考试结果，比如考试策略。因此，本研究的目的是通过结构方程模型来模拟大学生应试策略指导(以元认知为重点)、答案改变偏差和多项选择题成绩之间的相互关系。这项研究以1512名希腊学生为样本，通过提出一个模型来展示这些变量之间的相互作用，成功地扩展了之前的研究结果。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Assessment in Education-Principles Policy & Practice EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

5.70

自引率

3.10%

发文量

期刊介绍： Recent decades have witnessed significant developments in the field of educational assessment. New approaches to the assessment of student achievement have been complemented by the increasing prominence of educational assessment as a policy issue. In particular, there has been a growth of interest in modes of assessment that promote, as well as measure, standards and quality. These have profound implications for individual learners, institutions and the educational system itself. Assessment in Education provides a focus for scholarly output in the field of assessment. The journal is explicitly international in focus and encourages contributions from a wide range of assessment systems and cultures. The journal''s intention is to explore both commonalities and differences in policy and practice.