This document contains an assessment activity asking the learner to complete a questionnaire about their study and learning approaches. It then provides statements to classify as relating to planning, monitoring, or evaluating phases of metacognition. Finally, it provides a chapter assessment with multiple choice questions about metacognition, including questions about metacognitive knowledge, regulation, experiences, and strategies.

1. Chapter 2 Module
Assess: (Page 24)
Activity 1: Answer the short version of Approaches and Study Skills
Inventory for Students (ASSIST) to determine how you learn and study.
Directions: This questionnaire has been designed to allow you to describe, in
a systematic way, how you go about learning and studying. Please respond
truthfully, so that your answers accurately describe your actual ways of
studying, and work your way through the questionnaire quite quickly,
making sure that you give a response to every item. Check the cell that
corresponds to your agreement to the statements.
SA means Strongly Agree; A means Agree; D means Disagree; and SD means
Strongly Disagree
Statements SA A D SD
1. I often have trouble making sense of the things I have to
remember.

2. When I am reading an article or book, I try to find out for
exactly what the author means.

3. I organize my study time carefully to make the best use of
it.

4. There is not much of work here that I find interesting or
relevant.

5. I work steadily through the term or assignment, rather
than leave it all until the last minute.

6. Before tackling a problem or assignment, I first try to work
out what lies behind of it.

7. I am pretty good at getting down to work whenever I need
to.

8. Much of what I am studying makes little sense; it is like
unrelated bits and pieces.

9. I put a lot of effort into studying because I am determined
to do well.

10. When I am working on a new topic, I try to see in my
mind how all the ideas fit together.

11. I do not find it all difficult to motivate myself. 
12. Often I find myself questioning things I hear in lectures
or read in books.

13. I think I am quite systematic and organized when it
comes to revising for exams.

14. Often I feel I am drowning in the sheer amount of
material we have to cope with.

15. Ideas in course books or articles often set me off on long
chains of thought of my own.

16. I am not sure what is important in lectures, so I try to get
down all I can.

17. When I read, I examine the details carefully to see how
they fit with what is being said.

18. I often worry about whether I will ever be able to cope
with the work properly.


2. Assess: (Page 24)
Activity 2: Classify the following questions/statements if the learner is
engaged in planning, monitoring, or evaluating phases of metacognitive
regulation and control.
1. Is this strategy leading me to the correct answer? Monitoring
2. My answer does not meet the standards in this scoring rubric. Evaluating
3. What strategy is best for this type of problem? Monitoring
4. What does this task expect me to produce? Planning
5. The teacher is nodding as I speak. I am right in organizing my answer. Evaluating
Chapter Assessment: (Page 30-32)
Instruction: Read the statements and decide which of the given choices would
answer the question correctly or complete the statement. Encircle the letter of
your answer.
1. Procedural knowledge is also known as .
a. person knowledge
b. task knowledge
c. strategic knowledge
d. conditional knowledge
2. When Mary ponders on whether or not she knows the answer to the teacher’s
questions, she then realizes that she has no idea on the question at all. She is in the
process of .
a. strategic thinking
b. metacognition
c. problem solving
d. creative thinking
3. Which of the following metacognitive knowledge operates when the learner has
his/her own way of learning information?
a. Procedural knowledge
b. Declarative knowledge
c. Conditional knowledge
d. Specific knowledge
4. Which of the following metacognitive teaching strategies is used when the teacher
asks that following to students at the end of the lesson: “Give me three things that
you learned and one thing that you need to learn more.”
a. Summarizing
b. Reflective thinking
c. Wrapper
d. Assessment
5. Which of the following statements best fits the concept of metacognition?
a. Knowing how to solve problems presented in novel ways.
b. The awareness of what is known and how to use it appropriately.
c. The ability to manipulate knowledge to arrive at the correct answer.
d. Sufficient knowledge about facts, procedures, and conditions to use them.
6. Kenneth is aware that he is hard up in Math, but he motivates himself to strive by
not going out at night to have enough time to read his lessons. Such action
demonstrates the concept of .
a. self-regulation
b. meta-cognition
c. metamemory
d. metacomprehension

3. 7. Cognition is involved in metacognition. In what way does cognition work during
metacognition?
a. memorizing concepts and rules
b. monitoring the progress of work
c. solving the problem cautiously
d. recalling rules to apply
8. Bert knows that he has to develop more techniques to memorize concepts and
terms in Science. Which component of metacognition does he display?
a. Metacognitive knowledge
b. Metacognitive regulation
c. Metacognitive experiences
d. Metacognitive restriction
9. Who among the students is a novice learner?
a. Rose tries out a strategy then revises it when it does not fit the problem.
b. Jose reads through the difficult problem and solves it right away.
c. Edna tries to recall information and procedures related to the problem.
d. Dexter recalls the procedure he used previously to a similar problem.
10. Which of the following teacher prompts indicates that the learner is engaged in
the planning stage of metacognition process?
a. Is my classification of the plants correct?
b. Do I have to take this plant out of this group?
c. Do I know the differences of all these plants to classify them?
d. Am I consistent in using the same criteria to classify all these plants?
11. Martha asks herself: “Should I try a different approach to arrive at the cause and
effect of the problem?: In what stage of the metacognitive process is she in?
a. Planning
b. Monitoring
c. Evaluating
d. Both planning and monitoring
12. Indira could identify the uses of baking tools and equipment. She knows how to
bake. One time, she lacked one ingredient, but realized that she could use another
similar ingredient to replace the recommended one. What type of knowledge is
Indira demonstrating in this situation?
a. Declarative
b. Procedural
c. Conditional
d. Contextual
13. Susan has a limited knowledge on how to attack a problem presented. However,
after some time, she was able to see interconnections among the fact presented in
the problem; then, gradually, she was able to come up with a strategy to solve it.
This situation illustrates that learning is .
a. Goal-directed
b. Consistent
c. Integrative
d. speculative

4. 14. Ruben is reading a selection. He finds some words that he does not understand,
which hinders his comprehension of the story. If you were Ruben, how would you
find a way to get the meaning of ambiguous words?
a. Use contextual clues to the meaning
b. Read the word aloud repeatedly
c. Call a friend to help clarify
d. Look for configuration clues
15. As Kenneth multiplies a binomial term, he was initially confused. Suddenly, he
remembers the acronym FOIL (First Outer-Inner Last). What was in operation at that
instance?
a. Declarative
b. Procedural
c. Conditional
d. Contextual