Writing is a complex, recursive, and strategic process that requires metacognitive competencies. Skillful writers have a high level of metacognitive strategy knowledge (MSK) and use strategies effectively. MSK about writing describes a person’s verbalizable knowledge and awareness of memory, comprehension, and higher order processes that underlie skillful writing. Measurement instruments assessing students’ MSK about academic writing in higher education that can be used for group settings and large samples are lacking. The aim of this article is to describe the development of a new MSK test instrument. The MSK test consists of three different writing scenarios related to the three self-regulated writing phases: planning prior to composing full text, monitoring the writing during composition, and subsequent revision. The findings of a pre-study (N = 51) and two studies (N = 23; N = 113) showed that the new MSK test is economical in use, is reliable and has high content validity. Further, the findings demonstrated external validity of the new instrument in terms of relationships with students’ metacognitive strategy use and writing performance. Implications for future research and educational practice are discussed.

中文翻译：

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开发一种新的工具来评估有关学术写作的元认知策略知识及其与自我调节写作和写作表现的关系

写作是一个复杂的，递归的和战略性的过程，需要元认知能力。熟练的作者具有较高的元认知策略知识（MSK），可以有效地使用策略。关于写作的MSK描述了一个人的可口述知识以及对记忆，理解力和高阶过程的了解，这些是熟练写作的基础。缺乏用于评估学生有关高等教育学术写作的MSK的可用于团体设置和大量样本的测量工具。本文的目的是描述一种新的MSK测试仪器的开发。MSK测试包括与三个自我调节的写作阶段有关的三种不同的写作场景：在编写全文之前进行计划，在撰写过程中监视写作以及随后的修订。一项预研究（N = 51）和两项研究（N = 23; N = 113）的结果表明，新的MSK测试使用起来经济，可靠并且具有很高的含量效度。此外，研究结果证明了新仪器在与学生的元认知策略使用和写作表现之间的关系方面具有外部有效性。讨论了对未来研究和教育实践的影响。