Metamemory

No consistent evidence of metamemory in daily contexts

• Does not demonstrate metamemory behaviours
• Relies entirely on adult direction for related tasks

Beginning to show metamemory with significant support

• Inconsistent metamemory; needs adult prompting
• Partial performance in familiar, structured settings

Demonstrates metamemory consistently in familiar contexts

• Applies metamemory reliably in routine situations
• Requires prompting to transfer to new or demanding contexts

Monitors own memory processes; predicts what will be easy or hard to remember and adjusts study behaviour accordingly.

• Demonstrates metamemory independently across varied contexts
• Sustains performance without adult support or reminders

Applies metamemory flexibly; can articulate and model it for others

• Articulates own process when applying metamemory
• Transfers skill spontaneously to novel domains