The Role of Metacognitive Knowledge in Learning, Teaching, and Assessing

Abstract

A s KRATHWOHL (THIS ISSUE) STATES, the reA vised Taxonomy contains four general knowledge categories: Factual, Conceptual, Procedural, and Metacognitive. While the first three categories were included in the original Taxonomy, the Metacognitive Knowledge category was added. The purpose of this article is to discuss the Metacognitive Knowledge category and its implications for learning, teaching, and assessing in the classroom.