Metacognição em testes de respostas múltiplas

Abstract

Meta-cognition in multiple-choices tests This paper describes an experience of introducing metacognition items in a test designed to evaluate the students’ abilities in some basic skills mathematics. The test contained 20 subject matter items and 10 metacognition items, which were correlations shows that most students used memorized formulas, did not attempt to solve the item or chose an option at random. This was consistent with the type of in of instruction they received, based on lectures without any participation of the students and heavy stress on formulas and procedures to solve problems, with no emphasis o concepts or comprehension.