uüsbd Uşak Üniversitesi Sosyal Bilimler Dergisi 1308-738X 2651-4672 Usak University An Exploration Of Metacognition With Respect To Teaching, Learning And Assessment Üstbilişin Öğrenme, Öğretme ve Ölçme-Değerlendirme Açısından İncelenmesi Karaman Pınar Durukan Çavuş Şahin Haydar 06 02 2014 7 2 187 202 06 16 2014 Copyright © 2015, Uşak Üniversitesi Sosyal Bilimler Dergisi 2015 Uşak Üniversitesi Sosyal Bilimler Dergisi

This study investigated the importance of metacognition that helps students’ self-directed and self-reflective learning. With that purpose, document analysis method as one of the qualitative research methods was used in the study. In the document analysis, metacognition was researched in terms of learning, teaching and assessment. The literature review showed that metacognition can lead to promoting students’ academic achivement. A myriad of studies indicated that metacognitive teaching plays an important role in students’ metacognitive skills and learning. Besides, using learning-oriented assessment methods during metacognitive teaching can enhance students’ metagontion level (Jones, 2007). Therefore, in the course of teaching, using or expanding learning-oriented assessment methods is important for students’ metacognitive development. Many reserchers agree that measuring metacognition is so difficult due to its complex nature. Therefore, in order to collect more valid and reliable evidence about students’ metacognitive domain, the students should interact with metacognitive activities having adequate level of difficulty.

Bu çalışmada, öğrencilerin öğrenmelerini destekleyen ve öz-yansıtmalı öğrenmlerine yardımcı olan üstbilişin önemi incelenmiştir. Araştırmada nitel araştırma yöntemlerinden biri olan doküman analizi kullanılmıştır. Doküman analizi yöntemi ile üstbiliş üzerine yapılan genel taramada, üstbiliş öğrenme, öğretme ve ölçme-değerlendirme açısından incelenmiştir. Araştırma sonuçları, üstbilişin öğrencilerin akademik başarılarını arttırdığını göstermektedir. Üstbilişsel öğretim aracılığı ile öğrencilerin üstbiliş becerilerinin ve öğrenmelerinde gelişme sağlanabileceği görülmektedir. Ayrıca, üstbilişsel öğretim sırasında öğrenme odaklı ölçme-değerlendirmeyi kullanmak öğrencilerin üstbiliş seviyelerini geliştirebilmektedir (Jones, 2007). Dolayısıyla, öğrencilerin üstbiliş düzeylerini geliştirebilmek için öğrenme-odaklı ölçme-değerlendirme yaklaşımını kullanmak ve bunu yaygınlaştırmak çok önemlidir. Birçok araştırmacı, karmaşık yapıya sahip olan üstbiliş alanını ölçmenin oldukça zor olduğunu savunmaktadır. Bu nedenle, öğrencilerin üstbiliş alanları ile ilgili daha geçerli ve güvenilir bilgi toplayabilmek için onların yeterli zorlukta üstbilişsel aktiviteler ile etkileşim göstermeleri önerilmektedir.

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