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![]() GUȚU, Maria. Metacognition and self-assessment in informatics classes: exploring the impact of assessment criteria, motivation, and task complexity. In: Proceedings of the International Conference on Virtual Learning, Ed. 19, 26-27 octombrie 2023, Bucarest. București: National Institute for R and D in Informatics, 2023, Vol. 18, pp. 243-261. ISSN 18448933. DOI: https://doi.org/10.58503/icvl-v18y202321 |
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Proceedings of the International Conference on Virtual Learning Vol. 18, 2023 |
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Conferința "19th International Conference on Virtual Learning" 19, Bucarest, Romania, 26-27 octombrie 2023 | ||||||
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DOI:https://doi.org/10.58503/icvl-v18y202321 | ||||||
Pag. 243-261 | ||||||
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Metacognition and self-assessment are important in learning and cognitive development. Metacognition, the awareness and understanding of one’s cognitive processes, plays a crucial factor in enhancing learning and performance by enabling students to understand how they think, plan, and monitor their thinking strategies. Self-assessment allows students to become more effective, independent, and adaptable learners. This research focuses on exploring the role of metacognition in the context of informatics classes, particularly aiming at self-assessment techniques. The study investigates the correlation between metacognitive awareness and self-assessment, as well as the influence of motivation, task complexity, and assessment criteria on metacognitive processes. Data was collected through a survey of 72 high school students in Chisinau, the Republic of Moldova. The results demonstrate a significant improvement in metacognitive strategies and self-assessment practices, emphasizing the importance of fostering metacognitive skills in informatics education. The study proposes evidence-based recommendations for teachers to enhance metacognition and self-assessment practices, leading to improved learning outcomes and academic achievements in informatics. |
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Cuvinte-cheie assessment criteria, metacognition, metacognitive strategies, motivation, self-assessment |
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<?xml version='1.0' encoding='utf-8'?> <oai_dc:dc xmlns:dc='http://purl.org/dc/elements/1.1/' xmlns:oai_dc='http://www.openarchives.org/OAI/2.0/oai_dc/' xmlns:xsi='http://www.w3.org/2001/XMLSchema-instance' xsi:schemaLocation='http://www.openarchives.org/OAI/2.0/oai_dc/ http://www.openarchives.org/OAI/2.0/oai_dc.xsd'> <dc:creator>Guțu, M.</dc:creator> <dc:date>2023</dc:date> <dc:description xml:lang='en'><p>Metacognition and self-assessment are important in learning and cognitive development. Metacognition, the awareness and understanding of one’s cognitive processes, plays a crucial factor in enhancing learning and performance by enabling students to understand how they think, plan, and monitor their thinking strategies. Self-assessment allows students to become more effective, independent, and adaptable learners. This research focuses on exploring the role of metacognition in the context of informatics classes, particularly aiming at self-assessment techniques. The study investigates the correlation between metacognitive awareness and self-assessment, as well as the influence of motivation, task complexity, and assessment criteria on metacognitive processes. Data was collected through a survey of 72 high school students in Chisinau, the Republic of Moldova. The results demonstrate a significant improvement in metacognitive strategies and self-assessment practices, emphasizing the importance of fostering metacognitive skills in informatics education. The study proposes evidence-based recommendations for teachers to enhance metacognition and self-assessment practices, leading to improved learning outcomes and academic achievements in informatics. </p></dc:description> <dc:source>Proceedings of the International Conference on Virtual Learning (Vol. 18) 243-261</dc:source> <dc:subject>assessment criteria</dc:subject> <dc:subject>metacognition</dc:subject> <dc:subject>metacognitive strategies</dc:subject> <dc:subject>motivation</dc:subject> <dc:subject>self-assessment</dc:subject> <dc:title>Metacognition and self-assessment in informatics classes: exploring the impact of assessment criteria, motivation, and task complexity</dc:title> <dc:type>info:eu-repo/semantics/article</dc:type> </oai_dc:dc>