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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
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
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  Data: Examining the Efficacy of Reflection and Metacognitive Support in High Stakes Testing Preparation
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  Data: <searchLink fieldCode="AR" term="%22Lindsay+Vance%22">Lindsay Vance</searchLink><br /><searchLink fieldCode="AR" term="%22Michelle+Meadows%22">Michelle Meadows</searchLink><br /><searchLink fieldCode="AR" term="%22Joanne+Caniglia%22">Joanne Caniglia</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Learning+Assistance+Review%22"><i>Learning Assistance Review</i></searchLink>. 2022 27(2):130-159.
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  Data: National College Learning Center Association. Web site: http://www.nclca.org/tlar
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  Data: 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.
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      – Text: English
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      Pagination:
        PageCount: 30
        StartPage: 130
    Subjects:
      – SubjectFull: High Stakes Tests
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      – SubjectFull: Metacognition
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      – SubjectFull: Reflection
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      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Teacher Education Programs
        Type: general
      – SubjectFull: Teacher Certification
        Type: general
      – SubjectFull: Test Preparation
        Type: general
      – SubjectFull: Instructional Effectiveness
        Type: general
      – SubjectFull: Public Colleges
        Type: general
      – SubjectFull: Private Colleges
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      – SubjectFull: Study Guides
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      – SubjectFull: Online Courses
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      – SubjectFull: Preservice Teachers
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      – SubjectFull: Ohio
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      – SubjectFull: Praxis Series
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      – TitleFull: Examining the Efficacy of Reflection and Metacognitive Support in High Stakes Testing Preparation
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            NameFull: Michelle Meadows
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              Y: 2022
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