Developing Metacognition through Student Contracts
Mark McMahon, Edith Cowan Unviersty, Australia ; Joe Luca, Edith Cowan University, Australia
EdMedia + Innovate Learning, in Montreal, Canada ISBN 978-1-880094-56-3 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper describes an on-line approach to assessment through student contracts that was designed to both address issues of fairness of assessment as well as to promote the planning, monitoring and evaluation integral to enhancing metacognition.Findings suggested that while students initially perceived themselves to be metacognitive overall, the process of negotiated assessment created some instability in the way students viewed themselves as learners. This was tied to a greater focus on group rather than individual understandings and an increased awareness of the complexity and subjectivity of self-judgements. The paper concludes that further research into the role of negotiated assessment is required to fully explore the dynamics that underpin social and internal negotiation that the on-line environment engendered.
McMahon, M. & Luca, J. (2005). Developing Metacognition through Student Contracts. In P. Kommers & G. Richards (Eds.), Proceedings of ED-MEDIA 2005--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3260-3268). Montreal, Canada: Association for the Advancement of Computing in Education (AACE).
© 2005 Association for the Advancement of Computing in Education (AACE)