Validity of Instrument Construction to Evaluate the Promotion of Metacognition in the Classroom

Abstract

An analysis on the construct validity and reliability on the instrument “Teaching Intervention Scale Towards Metacognition Development in the Classroom” were performed. The scale integrates 29 items organized in six aspects: the individual, the homework, the context, the planning, the monitoring and the evaluation which refer to the metacognitive skills that students should develop. The instrument was applied to 346 teachers of different educational levels (kindergarten, elementary, middle school, high school and college), and the analysis method was through the exploratory factor analysis, previously verifying data pertinence for its analysis through the method being chosen. Results showed that a single factor explained more than 55% of the variance and that in this factor, 22 offered items were represented, corresponding with what was theoretically proposed. The scale shows an optimal reliability value (Alfa de Cronbach: 0.88). It has been concluded that the instrument represents, very properly, the dimensions of the construct.