‘It is widely recognised that the reliable assessment of self-regulated learning and metacognition is challenging. Nevertheless, assessment is crucial to guide practice in the classroom.’ (Metacognition and self-regulated learning guidance report, EEF) 

The EEF recommends the following forms of assessment: 

• Traces – these are observable metacognitive strategies such as: underlining a key words, phrases or making notes. 

• Observation – observing learners to estimate their use of metacognition, noting ‘time-on-task’ and homework completion rates provide indicators of self-regulated learning. 

• Self-reported questionnaires – this is a common assessment strategy which should be used with caution as recalling metacognitive strategies is a challenge for learners. 

• Structured interviews – these may be challenging to implement; however, it allows for finding out which subject specific metacognitive strategies pupils would use. 

• Talk aloud – expressing thought processes whilst completing tasks. It is important to note these may be limited for some pupils due to lack of ability to verbalise their thoughts. 

In her book ‘Think! Metacognition-powered primary teaching’ 2021, Mughal asks us to consider our own teacher metacognition, including thinking about gaps in our thinking skills; using our knowledge of thinking skills to teach our pupils; how we assess thinking skills and how we could cognitively accelerate learning. She also provides a reflection question: ‘Why is it important to conduct assessments in metacognition, cognition, motivation, emotional control and the kindness factor?’ 

Flavell (1979) designed a model of cognitive monitoring that included metacognitive knowledge about one’s own thinking and thinking of others, goal/task strategies, metacognitive experiences, cognitive and emotional thinking experiences (experiences related to thinking), cognitive goals/tasks, and cognitive strategies that help to reach cognitive goals. He also asserts that learners who can self-assess their own knowledge perform better.  

Pintrich et.al (2000) believe metacognitive judgments and monitoring are process-related and reflect metacognitive awareness and ongoing metacognitive activities individuals may engage in as they perform a task. They maintain that activities include four general processes: task difficulty or ease of learning judgments; learning and comprehension monitoring or judgments of learning; feeling of knowing and confidence judgments. (Assessing Metacognition and Self-Regulated Learning) 

The plan, do, review cycle is a metacognitive process that can help pupils improve by helping to think about their thinking:  

• Plan – Students set goals, consider similar tasks, and plan their approach. They might also consider what could go wrong and how long it will take. 

• Do – Students carry out the task and monitor their progress. Teachers might facilitate a midway reflection to help students monitor their progress. 

• Review – Students reflect on what went well and what could be improved. They use this knowledge to plan the next task 

‘The integration of metacognition and self-regulation into educational practices offers multifaceted benefits. Students who are aware of their cognitive processes and possess self-regulation strategies become more effective and independent learners. From improved critical thinking to enhanced problem-solving and adaptive learning, the advantages of fostering metacognitive and self-regulated approaches extend far beyond traditional academic achievements. As educators strive to prepare students for a complex and ever-evolving world, prioritising these cognitive strategies becomes paramount.’ Chris Quigley, 2023 

This blog was written by Bretta Townend-Jowitt, Education Consultant and Trainer.