Abstract
Abstract. This article examines the assessment of metacognition, which allows the teacher to consider the learning process, and helps to identify a lack of knowledge and inaccuracies in understanding the material. The general theory of metacognition and its assessment is analyzed, which allows to find practical approaches to metacognitive strategies using reflective methods. Metacognition enables the teacher to consider the learning process, identify the lack of knowledge and inaccuracies in understanding the material, and understand which metacognitive strategies should be used at one time or another. The theory of metacognition and evaluation allows finding practical approaches to metacognitive strategies. By monitoring the logical thinking of students, a metacognitive strategy for conducting classes with college students is selected. And also in this article we will also consider two components of a complex synthesis – the metacognitive concept and B. Bloom's taxonomy.
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