The Construction of a Metacognition Scale Using Item Response Theory : Focusing on Practical Work in Science Lessons

Abstract

This study aims to construct a metacognition scale using Item Response Theory in order to continuously evaluate students' metacognition. A 29-item questionnaire was administered to 626 lower secondary school students to expand the item pool. Based on this research, we constructed two parallel tests and performed an experimental assessment in a science lesson aimed at improving the students' metacognition. From comparing the results of parallel tests and stimulated recall method, the outcomes of two evaluations indicated the same tendency. Therefore, we interpreted that two parallel tests could evaluate metacognition appropriately.