Metacognitive Awareness Inventory (MAI) Scoring Guide Directions: For each True and rather true give yourself 1 point in the score column. For each false and rather false, give yourself 0 points in the score column. Total the score of each category and place in box. KNOWLEDGE ABOUT COGNITION DECLARATIVE KNOWLEDGE 5. I understand my intellectual strengths and weaknesses. 10. I know what kind of information is most important to learn. 12. I am good at organizing information. 16. I know what the teacher expects me to learn. 17. I am good at remembering information. 20. I have control over how well I learn. 32. I am a good judge of how well I understand something. 46. I learn more when I am interested in the topic. TOTAL PROCEDURAL KNOWLEDGE 3. I try to use strategies that have worked in the past. 14. I have a specific purpose for each strategy I use. 27. I am aware of what strategies I use when I study 33. I find myself using helpful learning strategies automatically. TOTAL CONDITIONAL KNOWLEDGE 15. I learn best when I know something about the topic. 18. I use different learning strategies depending on the situation. 26. I can motivate myself to learn when I need to. 29. I use my intellectual strengths to compensate for my weaknesses. 35. I know when each strategy I use will be most effective. TOTAL REGULATION OF COGNITION PLANNING 4. I pace myself while learning in order to have enough time. 6. I think about what I really need to learn before I begin a task. 8. I set specific goals before I begin a task. 22. I ask myself questions about the material before i begin. 23. I think of several ways to solve a problem and choose the best one. 42. I read instructions carefully before I begin a task 45. I organize my time to best accomplish my goals. TOTAL INFORMATION MANAGEMENT STRATEGIES 9. I slow down when I encounter important information. 13. I consciously focus my attention on important information. 30. I focus on the meaning and significance of new information. 31. I create my own examples to make information more meaningful. 37. I draw pictures or diagrams to help me understand while learning. 39. I try to translate new information into my own words. 41. I use the organizational structure of the text to help me learn. 43. I ask myself if what I’m reading is related to what i already know. 47. I try to break studying down into smaller steps. 48. I focus on overall meaning rather than specifics. TOTAL COMPREHENSION MONITORING 1. I ask myself periodically if I am meeting my goals. 2. I consider several alternatives to a problem before i answer. 11. I ask myself if I have considered all options when solving a problem. 21. I periodically review to help me understand important relationships. 28. I find myself analyzing the usefulness of strategies while I study. 34. I find myself pausing regularly to check my comprehension. 49. I ask myself questions about how well I am doing while learning something new. TOTAL DEBUGGING STRATEGIES 25. I ask others for help when I don’t understand something. 40. I change strategies when I fail to understand. 44. I re-evaluate my assumptions when I get confused. 51. I stop and go back over new information that is not clear. 52. I stop and reread when I get confused. TOTAL EVALUATION 7. I know how well I did once I finish a test. 19. I ask myself if there was an easier way to do things after I finish a task. 24. I summarize what I’ve learned after I finish. 36. I ask myself how well I accomplish my goals once I´m finished. 38. I ask myself if I have considered all options after I solve a problem. 49. I ask myself if I learned as much as I could have once I finish a task. TOTAL Schraw, G. & Dennison, R.S. (1994). Assessing metacognitive awareness. Contemporary Educational Psychology, 19, 460-475.