Examining the Efficacy of Reflection and Metacognitive Support in High Stakes Testing Preparation
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| Title: | Examining the Efficacy of Reflection and Metacognitive Support in High Stakes Testing Preparation |
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| Language: | English |
| Authors: | Lindsay Vance, Michelle Meadows, Joanne Caniglia |
| Source: | Learning Assistance Review. 2022 27(2):130-159. |
| Availability: | National College Learning Center Association. Web site: http://www.nclca.org/tlar |
| Peer Reviewed: | Y |
| Page Count: | 30 |
| Publication Date: | 2022 |
| Document Type: | Journal Articles Reports - Research Tests/Questionnaires |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | High Stakes Tests, Metacognition, Reflection, Undergraduate Students, Teacher Education Programs, Teacher Certification, Test Preparation, Instructional Effectiveness, Public Colleges, Private Colleges, Study Guides, Online Courses, Preservice Teachers |
| Geographic Terms: | Ohio |
| Assessment and Survey Identifiers: | Praxis Series |
| ISSN: | 1087-0059 |
| Abstract: | Many states and universities have testing requirements within their undergraduate teacher education programs for obtaining teaching licensure. These tests include the Praxis Core in reading, writing, and mathematics taken at the beginning of their program and content area assessments near the end of their study. Many students struggle to pass these high-stakes exams on their own. Therefore, this study asks what can be done to ensure teacher candidates are competent in their content knowledge for teaching? The purpose of this paper is to examine the effectiveness of two strategies that were integrated within a 13-week pilot course of 15 students. This course focused on the alignment of study materials to exam competencies and the use of exam wrappers as a metacognitive tool. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1412159 |
| Database: | ERIC |
| Abstract: | Many states and universities have testing requirements within their undergraduate teacher education programs for obtaining teaching licensure. These tests include the Praxis Core in reading, writing, and mathematics taken at the beginning of their program and content area assessments near the end of their study. Many students struggle to pass these high-stakes exams on their own. Therefore, this study asks what can be done to ensure teacher candidates are competent in their content knowledge for teaching? The purpose of this paper is to examine the effectiveness of two strategies that were integrated within a 13-week pilot course of 15 students. This course focused on the alignment of study materials to exam competencies and the use of exam wrappers as a metacognitive tool. |
|---|---|
| ISSN: | 1087-0059 |
