Formative assessment tasks that measure metacognition

Design tasks that require students to explain their thinking, not only show answers.

Examples:

• Math problem + metacognitive prompt: “Solve and then write: which strategy did you use and why? Where did you check your work?”
• Reading comprehension: after reading, students submit a 2‑sentence strategy report: “I used [strategy] (e.g., skimming for structure) and checked my comprehension by summarizing each paragraph.”
• Lab report with process section: “Record your plan, one thing you monitored during the experiment, and one adjustment you made.”
• Short test with two metacognitive items: (a) predict which items will be easiest/hardest and why; (b) after test, write how accurate your prediction was and what that says about study choices.

Rubric for scoring metacognition (sample 1–4):

• 4 — Explicit goal/plan, clear evidence of monitoring and at least one effective adjustment, thoughtful evaluation with concrete next steps.
• 3 — Clear plan and monitoring; adjustment or evaluation present but limited.
• 2 — Some evidence of planning or monitoring but vague; evaluation superficial.
• 1 — Minimal or no evidence of planning/monitoring/evaluation.

Use these rubrics formatively: share with students beforehand so they can plan to meet criteria.