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August 20, 2026Theory Into Practice

Ready to shift: Supporting goal transitions through self-assessment and calibration in middle school mathematics

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Authors

AKAnastasia KitsantasDVDivya Varier

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Overview

Pedagogical review demonstrates strategies for self-assessment and calibration in middle school mathematics, highlighting methods to develop self-regulated learning.

Key Points

  • To outline evidence-based instructional strategies that assist middle school mathematics students in using self-assessment and calibration to transition from process-oriented to outcome-oriented learning goals.
  • Synthesized metacognitive and self-regulated learning research frameworks relevant to adolescent mathematics education.
  • Formulated pedagogical techniques focused on student self-assessment, feedback delivery, error reflection, and calibration monitoring.
  • Accurate self-assessment and calibration enable students to evaluate their skill acquisition and transition attention from procedural steps to broader learning outcomes.
  • Targeted feedback focusing on error reflection promotes metacognitive accuracy and strengthens self-regulatory competence in mathematics.

Cite This Study

Kitsantas et al. (2026) studied this question.

synapsesocial.com/papers/6a86b56c8a91293e6a1ccbfdhttps://doi.org/10.1080/00405841.2026.2721204
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Also Consider

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  1. 1Goal Setting Instruction for Middle School Students Who Receive Services for Emotional and Behavioral Disorders2024
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  3. 3Perceived classroom goal structures, growth mindset, self-regulated learning, and mathematics performance among Chinese middle school students2026
  4. 4Self-Regulation Practices As a Key Determinant of Success in Mathematics Learning2024
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