Pina Tarricone

The taxonomy of metacognition

1. Introduction. Part 1. Reflection: The Quintessence of Metacognition. 2. Reflection and Metacognition: Historical Dialectic. 3. Critical Reflection and Critical Thinking: Facilitators of Metacognition. 4. Reflection and Metacognition: Affirming the Connection. Part 2. Metamemory: The Foundational Construct. 5. Memory Monitoring and Metamemory. 6. The Foundation of Metamemory. 7. Metamemory and its Components: The Basis of Metacognition. Part 3. Metacognition: The Taxonomy. 8. Models of Metacognition. 9. The Categorization of the Taxonomy of Metacognition. 10. The Taxonomy of Metacognition. 11. Future Directions in Research and Conclusion.

Employees, teamwork and social interdependence - a formula for successful business?

Business expects far more from employees than technical and generic skills. There is a growing emphasis on employees to not just do their job but to contribute to business success. As the emphasis is placed on individuals contributing to the effective, positive perpetuation of the business through the development of professional and work related skills; the team culture of business today places additional emphasis on the ability to work effectively within a team environment. Specifically, this paper will discuss the importance of social interdependence and teamwork and the implications for business success and team success

Using comparative judgement and online technologies in the assessment and measurement of creative performance and capability

In this paper we argue that comparative judgement delivered by online technologies is a viable, valid and highly reliable alternative to traditional analytical marking. In the past, comparative judgement has been underused in educational assessment and measurement, particularly in large-scale testing, mainly due to the lack of supporting technologies to facilitate the large number of judgements and judges. We describe the foundations of comparative judgement and dispel many of the old issues regarding its use in regards to time, cost and training for large-scale assessment. Studies in the use of comparative judgement and online technologies for the assessment and measurement of practical performance conducted by Edith Cowan University provide a context for further promoting its use in educational testing.

Using Pairwise Comparisons in the Online Social Moderation of Performance Assessment

Assessing the performance of a student involves some form of judgement, and where more than one assessor is involved this usually requires some form of moderation to ensure consistent and fair results. Often this involves meetings or communication between assessors, which is referred to as social moderation. This paper reports on a study that investigated the use of online technologies to support a form of social moderation of artworks submitted for assessment in a senior secondary school course in Western Australia. Online systems were used to facilitate communications and provide access to digital representations of the submissions along with assessment tools. In particular a pairwise comparison judging online tool was used. This approach to social moderation was tested in a realistic context involving a sample of 12 teachers from rural schools for whom face-to-face meetings would be difficult. The aim was to investigate whether the use of these online systems would support good moderation outcomes and valuable professional learning for those involved. The study found that this approach to online social moderation was feasible, and participants perceived that it had improved the consistency of their judgements because they had developed an improved understanding of the assessment criteria and standard of work. However, analysis of scores and reliability data suggested some were not adequately consistent, and it was likely that this was due to their inexperience in assessing such work. Therefore some changes to the processes of this form of online social moderation were recommended.

An investigation of the reliability of using comparative judgment to score creative products

ABSTRACT In this article we describe a three-year study that was conducted in three phases to evaluate the feasibility of assessing digitized portfolios of student creative work for high-stakes purposes. The first two phases suggested that creative work could be digitized with adequate fidelity, and that students could submit their own work from schools to an online portfolio system. These portfolios were assessed using online tools to facilitate both an analytical and comparative judgment method of scoring, with the latter appearing to be the more reliable. In the final phase this approach was evaluated to facilitate moderation and professional learning of standards with rural teachers. The study showed that comparative judgment is a viable and reliable method for assessing digitized creative products and coupled with online communication systems provides an effective and efficient approach to scoring, moderation and teacher professional development, particularly in rural locations.