Exploring Assessment Strategies Used to Promote Metacognitive Development in Science Education
Keywords:
Metacognition, formative assessment, science education, teacher practices, student engagement, qualitative research, IranAbstract
This study aimed to explore the assessment strategies employed by secondary science educators in
Tehran to promote metacognitive development among students. A qualitative research design was
adopted, utilizing semi-structured interviews with 16 secondary science teachers selected through
purposive sampling from various schools in Tehran. Data collection continued until theoretical saturation
was achieved. All interviews were transcribed verbatim and analyzed using thematic analysis, supported
by NVivo software, to identify recurring themes and subthemes related to metacognitive assessment
practices. Analysis revealed three main themes: (1) assessment as a tool for reflection, including
strategies such as self-monitoring, retrospective and predictive thinking, and structured feedback; (2)
teacher roles in supporting metacognition, encompassing the design of metacognitive tasks, facilitation
of dialogue, modeling reflective behavior, and creating a supportive assessment climate; and (3) student
engagement with metacognition, involving ownership of learning, peer-based reflection, cognitive
awareness, and the transfer of metacognitive strategies across tasks. Teachers reported using guided
reflection sheets, think-alouds, self-assessment checklists, and collaborative discussions to foster
metacognitive skills. Challenges included time constraints, curricular pressures, and balancing formative
and summative assessment demands. The findings underscore the importance of intentional assessment
design, teacher modeling, and supportive classroom environments in fostering metacognitive
development in science education. While effective strategies are being implemented, systemic
constraints limit broader adoption. Continued professional development and policy support are
recommended to empower educators and prioritize metacognitive learning outcomes in science
curricula.
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