Date of this Version
Published in Issues in the Measurement of Metacognition, ed. Gregory Schraw & James C. Impara (Lincoln, NE: Buros Institute of Mental Measurements, 2000).
This chapter attempts to consolidate the diverse opinions and conclusions included in the previous six chapters of this volume. I have found it easiest to do so in three sections. Section 1 provides a summary the book's main themes. These themes pertain to the need for a more comprehensive theory of metacognition, the disparity between metacognitive theory and measurement, methodological questions about the measurement of metacognitive processes, concerns about poor instrumentation, the generality of the metacognition construct, and issues pertaining to educational practice. Section 2 raises concerns central to the measurement community in general. These concerns include questions about the reliability and validity of assessment techniques and paper-and-pencil measures. Another concern is the need for dependable performance assessment of metacognitive skills among younger and older students. Section 3 makes a number of suggestions for future research and measurement practice based on current theory. A number of educational implications are discussed as well.