The attached article from the Journal of Educational Psychology includes a useful survey instrument for assessing students’ metacognitive awareness of their own reading strategies. This easy-to-use tool provides feedback to both students and faculty about how students are approaching their academic reading. The survey and scoring rubric are included in the appendix.
Assessing Students’ Metacognitive Awareness of Reading Strategies
About Katie Hern
Katie Hern began teaching English in 1991 and has conducted several inquiries into student learning. These include a study of what she calls “the sustainability gap,” or why capable students earn passing grades on individual tests/papers and then withdraw or fail a class. Katie has served as coordinator of a learning community, co-coordinator of the Carnegie SPECC project, and co-chair of the college-wide basic skills committee. In her previous work at John F. Kennedy University, she was founding director of the Academic Support Center, project manager for a WASC Self-Study, and Dean of Academic Affairs. Katie has given presentations and workshops across California on faculty inquiry, learning communities, and integrated reading-writing instruction, and her work has been featured in Inside Higher Education and the National Teaching and Learning Forum. She is also co-author of the memoir Reunion: A Year in Letters Between a Birthmother and the Daughter She Couldn't Keep. Katie holds an EdD and MA in Educational Leadership from Mills College and a MA in American Culture Studies from Bowling Green State University.
This is a really informative article, applicable to each of our projects because reading and metacognition are foundational skills.