INFLUENCE OF TYPE OF TEST TASKS AND METACOGNITIVE ACTIVITY OF STUDENTS ON KNOWLEDGE TESTS PERFORMANCE MONITORING
Tsiolkovsky Kaluga State University, Kaluga
The article presents the results of an empirical study, which tested the hypothesis about the influence of the type of tests on metacognitive monitoring of problem solving in subject-related tests of knowledge. It was shown that the characteristics of metacognitive monitoring (confidence and accuracy in metacognitive judgments) differ depending on the type of tests and the level of self-reported metacognitive activity. It was found that students with high and low metacognitive activity indicators show different metacognitive monitoring in solving tests with the construction of a response.
Keywords: metacognitive monitoring, tests of knowledge.