Evaluation of a rating system for the assessment of metacognitive- discursive instructional quality
نویسندگان
چکیده
Metacognition plays an essential role in learning mathematics. Due to missing tools for observation and evaluation of metacognitive activities in mathematics instruction, rarely anything is known about how metacognition is fostered in mathematics instruction. This paper presents the design of such an innovative tool. It also explains the methodology used to evaluate its reliability as well as to investigate the stability of metacognitive-discursive instructional features in seven dimensions. Due to the high inference of conclusions needed to assess instructional quality, highly reliable ratings were achieved for six of seven dimensions. The paper discusses the quite unusual result and its consequences for evaluating the metacognitive-discursive instructional quality.
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