PK and IDK Are OK, IMO: Correlating Students' Knowledge, Metacognition, and Perceptions of Scenario-Based Assessments (Poster 56)

• In Event: AERA Poster Session Eleven
  In Poster Session: Cognitive and Motivational Processes: Poster Session Four

Abstract

Reading comprehension research underscores how essential knowledge is for supporting students’ comprehension, suggesting value in directly measuring prior knowledge (PK) in reading assessments. We examined relationships among students’ knowledge, metacognition, demographics, and performance on a scenario-based assessment with an embedded PK measure including an “I don’t know” (IDK) option, enabling investigation of metacognition. Students’ perceptions of these features were also examined, using data from 72 middle schoolers from a high-needs district. While knowledge predicted comprehension scores, and knowledge and reliance on the IDK option varied with demographics, comprehension scores were unrelated to demographics. Students who showed greater knowledge and comprehension rated the PK and IDK features as more motivating. Implications for assessments that adapt based on student characteristics are discussed.

Authors

• Jesse R. Sparks, Educational Testing Service
  Presenting Author

• Teresa M. Ober, Educational Testing Service
  Non-Presenting Author

• Jonathan Steinberg, EurekaFacts
  Non-Presenting Author

• Blair Lehman, Educational Testing Service
  Non-Presenting Author

• Laura McCulla, Educational Testing Service
  Non-Presenting Author

• Diego Zapata-Rivera, Educational Testing Service
  Non-Presenting Author