Research about metacognition and its implications for learning andinstruction have become a central issue in education. The call for teachingmetacognitive skills is considered one of the main implications forinstruction that has emerged from over three decades of research abouthow people learn. A method to promote the development of metacognitionin pupils is to ask them to assess their own work. Pupilswho assess their own work will spot areas that need improvement. Arubric is a scoring tool that lays out specific expectations. Moreoverthis assessment tool conveys effective feedback and promotes studentlearning and self-assessment. Few of the existing research efforts havefocused on the ways in which rubrics can serve the purposes of learningand thinking as well as they meet the demands of evaluation andaccountability. This article examines the concept of metacognition andits development in primary school pupils. It analyzes the relationshipbetween writing and metacognition and focuses on the teachers’ role inthe enhancement of metacognitive strategies of primary school pupilsthrough writing. In particular, it focuses on how through planning andusing digital rubrics it is possible simultaneously to promote students’writing skills, to develop self-assessment and, therefore, to developmetacognition.
|Numero di pagine||20|
|Stato di pubblicazione||Published - 2012|