Measurement and Evaluation of Task-Related Learning Behaviors: Attention to Task and Metacognition

The purpose of this paper is to discuss assessment and intervention planning and monitoring for attention to task and metacognition, two areas often associated with academic performance. First, the importance of attention to task is presented, followed by discussion of observational methods for assessing attention to task and related interventions. In the second section of the article, issues related to assessment and intervention planning for metacognitive skills are discussed within the context of a step-wise intervention monitoring plan.