Scaling Up

PRIMALS Plus

Session 11
Integrating Metacognitive Skills in Formative Assessment
Tasks

Learning Action Cell (LAC)

Session Guide
Prepared by:

Rodolf John T. Rodriguez

Education Program Supervisor II
Curriculum and Learning Management Division
Department of Education Regional Office IX

Objectives
At the end of the session, teachers should be able to:

1. Describe metacognitive awareness in relation to formative assessment;

2. Show appreciation on the role of metacognitive skills in understanding formative assessment

tasks;

3. Integrate metacognitive skills in formative assessment tasks;

4. Create metacognitve tasks in the self-learning modules.

Key Understandings
1. Metacognition – is the ability to reflect upon, understand, and control one’s learning. It includes two major components, including knowledge about cognition,
and regulation of cognition. Knowledge about cognition includes three sub processes that facilitate the reflective aspect of metacognition: declarative knowledge (knowledge
about self and about strategies), procedural knowledge (knowledge about how to use strategies), and conditional knowledge (knowledge about when and why to use
strategies). Regulation of cognition includes a number of sub processes that facilitate the control aspect of learning, (Schraw, G. and Dennison, S. 1994).
2. Metacognitive awareness – is a condition that allows individuals to plan, sequence, and monitor their learning in a way that directly improves performance.
Metacognitive knowledge plays a compensatory role in cognitive performance by improving strategy use, (Artzt and Armour-Thomas, 1992).
3. Purpose of student self-assessment – is to involve students in the evaluation of their work so that immediate feedback can be incorporated and used to improve
learning. A key element in self-assessment is the development of students’ reflective habits and skills.

Materials Time Allotment

● Session PowerPoint presentation One and a half hour
● Zoom/Platform
● Google Link
● Google Slide
● Self-Learning Modules
●
Internet

Alignment to the PPST

Include the PPSS/PPSH

Domain 1: Content Knowledge and Pedagogy

● Strand 1: Content knowledge and its application within and across curriculum areas
● Strand 2: Research-based knowledge and principles of teaching and learning
● Strand 3: Strategies for developing critical and creative thinking, as well as other higher-order thinking skills
Domain 2: Learning Environment
● Strand 5: Promotion of purposive learning
Domain 4: Curriculum and Planning
● Strand 1: Planning and management of teaching and learning process
Domain 5: Assessment and Reporting
● Strand 1: Design, selection, organization and utilization of assessment strategies
● Strand 2: Monitoring and evaluation of learner progress and achievement
● Strand 3: Feedback to improve learning
● Strand 5: Use of assessment data to enhance teaching and learning practices and programs

References
Magno, C. (2021). “PRIMALS + Session 4: Developing Metacognition Through Formative Assessment” An Online learning session delivered during the National Orientation
of Chief Trainers for Scaling Up PRIMALS Plus. June 24, 2021
Department of Education, Policy Guidelines on Classroom Assessment For the K to 12 Basic Education Program, D.O.#8. s., 2015
Straw, Gregory, et. al. Assessing Metacognitive Awareness. Department of Education Psychology, University of Nebraska at Lincoln
cehdclass.gmu.edu/nadabbagh/Resources/IDkb/bloomstax.htm

Procedure
Via Zoom/Google Meet click “share screen” button to show the session PowerPoint presentation. Introduce the session by saying: “Good day everyone. I am
Rodolf John T. Rodriguez from Regional Office IX – Zamboanga Peninsula. Welcome to an exciting LAC session. Our topic for today is “Integrating
Metacognitive Skills in Formative Assessment Tasks.” This is adapted from the session titled Developing Metacognition Through Formative Assessment”
delivered by Dr. Carlo P. Magno during the Online National Chief Trainer’s Training on Scaling Up PRIMALS Plus” This session will lead us to revisit the
activities and evaluate the formative assessments in the Self-Learning Modules (SLMs). This will also lead us to understand the importance of metacognition in
formative assessment. Before we start, let us take note of the following session objectives (present the above mentioned session objectives to the participants).

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Introduction
Say: This session focuses on the role of the metacognitive skills in understanding the competencies in the self-learning modules. It considers the primordial effect
of metacognition to address learners’ needs especially in meeting one’s goals.
Let us remember, metacognitively aware learners are more strategic and perform better than unaware learners (Garner & Alexander, 1989).
Priming Activity : Activating Prior Knowledge
Instruction : Inside the box are some of the parts of the self-learning module. What do you think is the common word that connects these parts together?
Say: Inside the box are some of the parts of the self-learning module. What do you think is the common word that connects these parts together?

(Read their answers and determine which of these is the right answer or can be closely related to the answer.)
Say: The one word can tie all these parts together is ASSESSMENT. We will be dealing with this important aspect of learning as we go through our
What I know What is it
session today. In the course of this presentation, we will be learning and relearning how we can effectively incorporate metacognitive skills in formative
What I have learned
assessment tasks.
What’s more What I can do
Activity 1: Metacognitive Awareness Inventory
Say: Let us reflect on our current practices as facilitators of learning using the Metacognitive Awareness Inventory. Kindly click this Google Form link
https://bit.ly/3H5yNWq, to access the activity. Each statement requires an answer using the four-point Likert Scale to show your experiences,
learning styles, and metacognitive skills. You are given five minutes to accomplish this activity.
(The Metacognitive Awareness Inventory is listed below.)
Statement Strongly Agree Disagree Strongly Disagree
Agree (3) (2) (1)

(4)

1. I ask myself periodically if I am meeting my goals.

2. I consider several alternatives to a problem before I answer.
3. I try to use strategies that have worked in the past.
4. I understand my intellectual strengths and weaknesses.
5. I think about what I really need to learn before I begin a task.
6. I slow down when I encounter important information.
7. I am good at organizing information.
8. I ask myself questions about the material before I begin.
9. I summarize what I’ve learned after I finish.
10. I can motivate myself to learn when I need to.
11. I am aware of what strategies I use when I study.
12. I use my intellectual strengths to compensate for my weakness.
13. I focus on the meaning and significance of new information.
14. I am a good judge of how well I understand something.
15. I draw pictures or diagrams to help me understand while learning.

Note to the facilitator: Using the Google Form, look for the summary of results. Kindly present the results of the Metacognitive Awareness Inventory online
survey and analyze the highest and lowest responses.
Analysis 1
Say: Thank you for answering our online Metacognitive Awareness Inventory. We will understand more on the ways we learn, and what we think when we
facilitate the learning process through these analysis questions. To participate in this activity, kindly click the “raise a hand” button.
1. What is most likely to happen if learners were not aware of what they are learning or about to learn?
2. How do we integrate metacognitive skills in giving formative assessment tasks?
3. How important are these statements in doing formative assessment?
Activity 2: Metacognition Think Sheet
Say: Please read the text through this entitled Vision out of the Corner of One Eye by LUISA VALENZUELA. Answer the Metacognition Think Sheet by
commenting down your answers in the chat box.
Vision out of the Corner of One Eye
by LUISA VALENZUELA

It’s true, he put his hand on my ass and I was about to scream bloody murder when the bus passed by a church and he crossed himself. He’s a good
sort after all, I said to myself. Maybe he didn’t do it on purpose or maybe his right hand didn’t know what his left hand was up to. I tried to move farther back in

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the bus–searching for explanations is one thing and letting yourself be pawed is another–but more passengers got on and there was no way I could do it. My
wiggling to get out of his reach only let him get a better hold on me and even fondle me. I was nervous and finally moved over. He moved over, too. We passed
by another church but he didn’t notice it and when he raised his hand on his face it was to wipe the sweat off his forehead. I watched him out of a corner of one
eye, pretending that nothing was happening, or at any rate not making him think I liked it. It was impossible to move any farther and he started jiggling me. I
decided to get even and put my hand on his behind. A few blocks later I got separated from him by a bunch of people. Then I was swept along by the passengers
getting off the bus and now I’m sorry I lost him so suddenly because there was only 7,400 pesos in his wallet and I’d have gotten more out of him if we’d been
alone. He seemed affectionate. And very generous.

Analysis 2.
Say: Thank you for answering our activity. We will understand more on the ways we learn, and what we think when we facilitate the learning process through
these analysis questions. To participate in this activity, kindly click the “raise a hand” button.
1. How does the Metacognition Think Sheet deepen your understanding of the task?
2. What other metacognition strategies you know that could be integrated in formative tasks? How do you think these strategies help in the understanding of
concepts?

Abstraction
Say : Metacognition, or thinking about one’s thinking, is key to facilitating lasting learning experiences and developing lifelong learners. Linda Darling-
Hammond and her colleagues (2003) identify two types of metacognition: reflection, or “thinking about what we know,” and self-regulation, or “managing how
we go about learning."
Metacognition – is the ability to reflect upon, understand, and control one’s learning. It includes two major components, including knowledge about cognition,
and regulation of cognition. Knowledge about cognition includes three sub processes that facilitate the reflective aspect of metacognition: declarative
knowledge (knowledge about self and about strategies), procedural knowledge (knowledge about how to use strategies), and conditional knowledge
(knowledge about when and why to use strategies). Regulation of cognition includes a number of sub processes that facilitate the control aspect of learning,
(Schraw, G. and Dennison, S. 1994).
Metacognitive awareness – is a condition that allows individuals to plan, sequence, and monitor their learning in a way that directly improves performance.
Metacognitive knowledge plays a compensatory role in cognitive performance by improving strategy use, (Artzt and Armour-Thomas, 1992).
Metacognitive activities can guide students as they:

 Identify what they already know

 Articulate what they learned
 Communicate their knowledge, skills, and abilities to a specific audience, such as a hiring committee
 Set goals and monitor their progress
 Evaluate and revise their own work
 Identify and implement effective learning strategies
 Transfer learning from one context to another

Activities that promote metacognition should:

 Facilitate equal participation

 Ensure students do most of the talking
 Take place before, during, and after an experience
 Happen in different group configurations (individuals, pairs, small group, large group)
RJ whenever he is faced with mathematical word problems makes himself relaxed. He thinks of the steps on how to solve the
problem. He determines what is asked or required, extracts the given, translates the problem into an equation. He represents
Say: To help us understand the metacognitive processes happening within a child’s learning experience, let us examine this case.
the unknown into X or? He proceeds to solve the problem. Checks his answer. He reviews his answer by rereading the
problem and checking his computations.

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Ask: Based on RJ’s case, what metacognitive skills are happening during his learning experience? How did RJ self-regulate his learning? How do you say so?

(The teacher allows the participants to raise their hand, and the facilitator will recognize at least three volunteers to answer.)

Say: In integrating metacognitive skills to formative assessment tasks, we need to create metacognitive prompts. There are components of Metacognition which
we can integrate in our formative assessment tasks. These include the planning, information management strategies, monitoring, debugging strategies, evaluation
of learning.

Description

Regulation of Cognition

Planning Planning, goal setting, and allocating resources prior to learning.

Information management strategies Skills and strategies sequences used on-line to process information more effectively (organizing, elaborating,
summarizing, selective focusing.)

Monitoring Assessing one’s learning or strategy use.

Debugging strategies Strategies used to correct comprehension and performance errors.

Evaluation of learning Analysis of performance and strategy effectiveness after learning episodes.

Purpose of student self-assessment – is to involve students in the evaluation of their work so that immediate feedback can be incorporated and used to improve
learning. A key element in self-assessment is the development of students’ reflective habits and skills.
Say: Let us examine the metacognitive prompts from the self-learning module sample in Science.
Note to the facilitator: The facilitator presents the SLM with metacognitive prompts
Application
Say : Directions: Select a learning area then create at least five metacognitive tasks/prompts in the self-learning modules. Kindly identify the processes
namely: declarative, conditional knowledge, and procedural knowledge. Kindly present your outputs using the Google Docs through this link
https://bit.ly/PRIMALSP.
Closing:
Say : Before we end this session, I would like you answer the following questions.
Ask : What have you learned from this session? How do we effectively integrate metacognitive skills to formative assessment tasks?
Say : I will end the session with this quotation from Thomas M. Sterner:
“To few people are really aware of their thoughts. Their minds run all over the place without their permission, and they go along for the ride unknowingly
and without making a choice.”