Assessment and Practice in Educational Sciences 3092-717X 2 Serial Number 6 2024 04 01 Exploring Assessment Strategies Used to Promote Metacognitive Development in Science Education Exploring Assessment Strategies Used to Promote Metacognitive Development in Science Education 1 9 EN Journal Article 2024 02 11 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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