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首页> 外文期刊>Journal of animal and veterinary advances >Portfolio Assessment as a Metacognitive Strategy to Improve Metacognitive Ability and Skill in Composing Classroom Action Research Proposal
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Portfolio Assessment as a Metacognitive Strategy to Improve Metacognitive Ability and Skill in Composing Classroom Action Research Proposal

机译：档案袋评估是一种元认知策略，可以提高课堂行动研究提案的元认知能力和技能。

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This study was carried out to enhance metacognitive abilities and skills of composing classroomaction research proposal of the workshop participants of Teacher Profession Education (TPE). Subjects wereparticipants of the workshop who were alumni of Biology Study Program of State University of Gorontalo,Manado State University and the University of Makassar. The study was conducted over 3 months from Julyto September 2014. The results showed that, the assessment of the portfolio as metacognitive strategies couldenhance metacognitive skills of the workshop participants in developing a proposal of Classroom ActionResearch (CAR). The participant?s average metacognitive skill in the beginning was 78.8%. After the portfolioassessment as metacognitive strategy was applied in 8 sessions, it increased to 94.36%. The improved skill ofdeveloping classroom action research proposal after metacognitive strategy was implemented through aportfolio assessment was in Chapter 1, from 42.11-79.14%, Chapter 2, from 69.7-94.6% and Chapter 3from 66.8-81.6%. Participants obtained an optimal learning experience in developing CAR proposals, amongthem were to identify problems, to develop methodologies and comprehensiveness of the proposal, to diagnosethe difficulties in developing proposals and to obtain valuable input for the improvement of their researchproposals.
机译：进行这项研究是为了提高教师职业教育（TPE）研讨会参与者撰写课堂动作研究建议的元认知能力和技能。参加者是哥伦塔洛州立大学，万鸦老州立大学和望加锡大学生物学研究计划的校友。该研究从2014年7月至2014年9月进行了3个月。结果显示，评估作为元认知策略的作品集可以增强研讨会参与者的元认知技能，从而制定出“课堂行动研究”（CAR）计划。参与者在开始时的平均元认知技能为78.8％。在8节课中应用了投资组合评估作为元认知策略后，这一比例上升至94.36％。在通过组合评估实施了元认知策略后，提高课堂行动研究建议的开发技巧在第一章中占42.11-79.14％，第二章中占69.7-94.6％，第三章中占66.8-81.6％。参与者在制定CAR提案时获得了最佳的学习经验，其中包括发现问题，开发提案的方法和全面性，诊断制定提案的困难以及为改进他们的研究提案获得宝贵的意见。

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