Developing metacognition through student contracts
Assocation for the Advancement of Computing Education
Faculty of Community Services, Education and Social Sciences
School of Communications and Contemporary Arts / Centre for Research in Entertainment, Arts,Technology, Education and Communications
Metacognition is widely considered integral to effective learning. However environments that support metacognition can be difficult to develop. This paper describes an approach to assessment through student contracts that was designed to both address issues of fairness of assessment as well as to promote the planning, monitoring and evaluation integral to enhancing metacognition. Findings suggested that the process of negotiated assessment created some instability in the way students viewed themselves as learners involving an increased awareness of the complexity and subjectivity of self-judgements. The paper concludes that further research into the role of negotiated assessment is required to fully explore the dynamics that underpin social and internal negotiation that the on-line environment engendered.