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The Development of Rubric to Assess Metacognition Knowledge

机译：评估元认知知识的教室的发展

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摘要

Prospective teacher's metacognition knowledge such as declarative knowledge, procedural knowledge, and conditional knowledge is becoming crucial in the development of an efficient learning design. This lead to the urgency in measuring the level of metacognitive knowledge of prospective teachers. Currently, rubric to measure prospective teacher's metacognition knowledge in designing learning instruction is very limited. Therefore, this study aims to develop a rubric to assess metacognition knowledge in designing learning instruction. The Research and development methods are employed with the development design model including the preliminary study phase, development study phase, and evaluation stage. The rubric prototype resulted includes declarative, procedural and conditional knowledge in designing learning instruction on GPA aspects, learning objectives, learning materials, learning strategies, learning steps, learning media, learning resources, and learning outcomes assessment.
机译：潜在教师的元认知知识如宣言性知识，程序知识和有条件的知识在高效的学习设计的发展方面变得至关重要。这导致衡量前瞻性教师的元认知知识水平的紧迫性。目前，规范测量预期教师的设计学习教学的元记录知识非常有限。因此，本研究旨在开发一种标准，以评估设计学习教学中的元记识知识。研究和开发方法采用开发设计模型，包括初步研究阶段，发展研究阶段和评价阶段。 Rubric Prototype包括在设计GPA方面，学习目标，学习材料，学习策略，学习步骤，学习媒体，学习资源和学习结果评估的学习指导方面的声明性，程序和有条件知识。

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