Pilot Study on the Validity and Reliability of MIM: An Alternative Assessment for Measuring Metacognition in Mathematics among College Students
Chak Him FUNG, Chi Keung LEUNG

Abstract
In this study, an alternative assessment for measuring metacognition in mathematics (MIM) is proposed. The reliability of the MIM is examined (Cronbach α=.905) while the Split-half reliability test is done (Cronbach α = .825). The factor analysis yielded four factors which were 'prediction', 'planning', 'monitoring' and 'evaluation'. Meanwhile, the MIM yielded a small linear relationship with the High School Entrance Exam (HSEE) (r=.285, ρ<.001) which is highly consistent with recent research findings. Planning seems to have the highest linear relationship with mathematics performance among all metacognitive skills (r=.346, ρ<.001). On the other hand, the academic performance of senior two students (M=76,SD=22.2) was found to be significantly lower than those of senior three students (M=170,SD=19.0) while no significant difference was found in metacognition. It is believed that the Content-specific knowledge would become more and more dominant in predicting the academic success when the level of study increases.

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