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Metacognitive awareness inventory Practical

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Course

Professional Development (WELF 4016)

13 Documents
Students shared 13 documents in this course
Academic year: 2019/2020
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Zaelia Millward
University of South Australia
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Metacognitive Awareness Inventory (MAI)

Think of yourself as a learner. Read each statement carefully. Consider if the statement is true or false as it generally applies to you when you are in the role of a learner (student, attending classes, university etc.) Check () True or False as appropriate. When finished all statements, apply your responses to the Scoring Guide.

True False 1. I ask myself periodically if I am meeting my goals. 2. I consider several alternatives to a problem before I answer. 3. I try to use strategies that have worked in the past. 4. I pace myself while learning in order to have enough time. 5. I understand my intellectual strengths and weaknesses. 6. I think about what I really need to learn before I begin a task 7. I know how well I did once I finish a test. 8. I set specific goals before I begin a task. 9. I slow down when I encounter important information. 10. I know what kind of information is most important to learn. 11. I ask myself if I have considered all options when solving a problem. 12. I am good at organizing information. 13. I consciously focus my attention on important information. 14. I have a specific purpose for each strategy I use. 15. I learn best when I know something about the topic. 16. I know what the teacher expects me to learn. 17. I am good at remembering information. 18. I use different learning strategies depending on the situation. 19. I ask myself if there was an easier way to do things after I finish a task. 20. I have control over how well I learn. 21. I periodically review to help me understand important relationships. 22. I ask myself questions about the material before I begin. 23. I think of several ways to solve a problem and choose the best one. 24. I summarize what I’ve learned after I finish. True False 25. I ask others for help when I don’t understand something. 26. I can motivate myself to learn when I need to 27. I am aware of what strategies I use when I study. 28. I find myself analyzing the usefulness of strategies while I study. 29. I use my intellectual strengths to compensate for my weaknesses. 30. I focus on the meaning and significance of new information. 31. I create my own examples to make information more meaningful. 32. I am a good judge of how well I understand something. 33. I find myself using helpful learning strategies automatically. 34. I find myself pausing regularly to check my comprehension.

35. I know when each strategy I use will be most effective. 36. I ask myself how well I accomplish my goals once I’m finished. 37. I draw pictures or diagrams to help me understand while learning. 38. I ask myself if I have considered all options after I solve a problem. 39. I try to translate new information into my own words. 40. I change strategies when I fail to understand. 41. I use the organizational structure of the text to help me learn. 42. I read instructions carefully before I begin a task. 43. I ask myself if what I’m reading is related to what I already know. 44. I reevaluate my assumptions when I get confused. 45. I organize my time to best accomplish my goals. 46. I learn more when I am interested in the topic. 47. I try to break studying down into smaller steps. 48. I focus on overall meaning rather than specifics. 49. I ask myself questions about how well I am doing while I am learning something new. 50. I ask myself if I learned as much as I could have once I finish a task. 51. I stop and go back over new information that is not clear. 52. I stop and reread when I get confused.

Schraw, G. & Dennison, R. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.

REGULATION OF COGNITION

PLANNING

Planning, goal setting, and allocating resources prior to learning

INFORMATION MANAGEMENT STRATEGIES Skills and strategy sequences used to process information more efficiently (e., organizing, elaborating, summarizing, selective focusing)

COMPREHENSION MONITORING Assessment of one’s learning or strategy use

DEBUGGING STRATEGIES Strategies to correct comprehension and performance errors

EVALUATION Analysis of performance and strategy effectiveness after a learning episode

PLANNING SCORE

  1. I pace myself while learning in order to have enough time.
  2. I think about what I really need to learn before I begin a task.
  3. I set specific goals before I begin a task.
  4. I ask myself questions about the material before I begin.
  5. I think of several ways to solve a problem and choose the best one.
  6. I read instructions carefully before I begin a task.
  7. I organize my time to best accomplish my goals.

TOTAL 7 INFORMATION MANAGEMENT STRATEGIES SCORE COMPREHENSION MONITORING SCORE 9. I slow down when I encounter important information.

  1. I ask myself periodically if I am meeting my goals.

  2. I consciously focus my attention on important information.

  3. I consider several alternatives to a problem before I answer.

  4. I focus on the meaning and significance of new information.

  5. I ask myself if I have considered all options when solving a problem.

  6. I create my own examples to make information more meaningful.

  7. I periodically review to help me understand important relationships.

  8. I draw pictures or diagrams to help me understand while learning.

  9. I find myself analyzing the usefulness of strategies while I study.

  10. I try to translate new information into my own words.

  11. I find myself pausing regularly to check my comprehension.

  12. I use the organizational structure of the text to help me learn

  13. I ask myself questions about how well I am doing while learning something new.

  14. I ask myself if what I’m reading is related to what I already know.

  15. I try to break studying down into smaller steps.

  16. I focus on overall meaning rather than specifics.

TOTAL 10

TOTAL

7

DEBUGGING STRATEGIES SCORE EVALUATION SCORE

  1. I ask others for help when I don’t understand something.

  2. I know how well I did once I finish a test.

  3. I change strategies when I fail to understand.

  4. I ask myself if there was an easier way to do things after I finish a task.

  5. I re-evaluate my assumptions when I get confused.

  6. I summarize what I’ve learned after I finish.

  7. I stop and go back over new information that is not clear.

  8. I ask myself how well I accomplish my goals once I’m finished.

  9. I stop and reread when I get confused. 38. I ask myself if I have considered all options

after I solve a problem. 50. I ask myself if I learned as much as I could have once I finish a task.

TOTAL 5 TOTAL 6

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Metacognitive awareness inventory Practical

Course: Professional Development (WELF 4016)

13 Documents
Students shared 13 documents in this course

University: University of South Australia

Was this document helpful?
Metacognitive Awareness Inventory (MAI)
Think of yourself as a learner. Read each statement carefully. Consider if the statement is true or false
as it
generally applies to you when you are in the role of a learner (student, attending classes, university
etc.)
Check () True or False as appropriate. When finished all statements, apply your responses to the
Scoring Guide.
True False
1. I ask myself periodically if I am meeting my goals.
2. I consider several alternatives to a problem before I answer.
3. I try to use strategies that have worked in the past.
4. I pace myself while learning in order to have enough time.
5. I understand my intellectual strengths and weaknesses.
6. I think about what I really need to learn before I begin a task
7. I know how well I did once I finish a test.
8. I set specific goals before I begin a task.
9. I slow down when I encounter important information.
10. I know what kind of information is most important to learn.
11. I ask myself if I have considered all options when solving a problem.
12. I am good at organizing information.
13. I consciously focus my attention on important information.
14. I have a specific purpose for each strategy I use.
15. I learn best when I know something about the topic.
16. I know what the teacher expects me to learn.
17. I am good at remembering information.
18. I use different learning strategies depending on the situation.
19. I ask myself if there was an easier way to do things after I finish a
task.
20. I have control over how well I learn.
21. I periodically review to help me understand important relationships.
22. I ask myself questions about the material before I begin.
23. I think of several ways to solve a problem and choose the best one.
24. I summarize what I’ve learned after I finish.
True False
25. I ask others for help when I don’t understand something.
26. I can motivate myself to learn when I need to
27. I am aware of what strategies I use when I study.
28. I find myself analyzing the usefulness of strategies while I study.
29. I use my intellectual strengths to compensate for my weaknesses.
30. I focus on the meaning and significance of new information.
31. I create my own examples to make information more meaningful.
32. I am a good judge of how well I understand something.
33. I find myself using helpful learning strategies automatically.
34. I find myself pausing regularly to check my comprehension.

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