Metacognitive Support in Self-Regulation Through Checklists

• In Event: Scaffolding Self-Assessment and Task Selection Skills to Improve Self-Regulated Learning

Abstract

Checklists can provide effective scaffolding for cognitive skill acquisition, especially when the support they provide is faded as learners’ knowledge increases. Thus far, checklists have rarely been used to support learners’ self-assessment of their own learning and determination of next study activities. This paper discusses whether using metacognitive checklists for self-assessment and task selection is effective for improving domain-specific skills and SRL skills in learning probability calculus and in learning genetics.

Authors

• Jimmie Leppink, Maastricht University

• Jeroen J.G. Van Merrienboer, Maastricht University