I have been using think-Aloud strategy in measuring their regulation of cognition. It is also enhanced through process portfolio.

In the field of self-awareness:

Grant, A.M., Franklin, J., & Langford, P. (2002). The self-reflection and insight scale: a new measure of private self-consciousness. Social Behavior and Personality, 30(8), 821-836.

Through appropriate Think-Aloud protocol it could be measured periodically.

As part of the instruments available to work on my research project, I use a scale of metacognitive awareness in reading processes called ESCOLA, the authors are Dr. Hannibal Puente Ferreras, Dr. Virginia Jiménez Rodríguiez and Dr. Jesus Alvarado Izquierdo. This scale use in your booklet is very clear and when applied. I can comment that is efficient, since it allows the effects of social desirability and away the desire to communicate what is socially acceptable that the student really does communicate what know about their own cognition.

The theoretical foundation of ESCOLA is based on proposals Flavell, Jacobs and Paris and has a structure matrialcal 3x3 (planning, monitoring, evaluation and task, person, text). One of its strengths is the ability to know the level of metacognitive awareness in reading processes of each subject (low, medium, high, in each process, planning, and self-evaluation, the software that comes with the scale you can get that student profile . I hope my comments help on something.

I use the ILS inventory (Vermunt, 1998). I think that his propose it is very interesting and put together a set of learning factors. As regards regulation strategies, particularly, he talks about self-regulation, external regulation and lack of regulation.

We are working about this subjet. Entry in my page. See our work in sport.

I (also) am seeking validated and/or consistently used measures of metacognition suitable for use in a university context, I would like something suitable for large groups (questionnaire) and something more focused for smaller numbers. I will look up Vermunt and ESCOLA, thank you. Gideon, how are you getting along with this? J. Reinaldo, I'd be very interested in your full paper with Spanish students; I am needing to do something in September for undergraduate and postgraduate populations.

I have settled for an observation protocol during a problem solving task in combination with a pre task post task interview.

Attentional Control Scale may be relevant for your interests. I have participated in the adaptation study of the following scale into Turkish. It assesses the level of conscious attetional control processes.

Fajkowska, M., & Derryberry, D. (2010) . Psychometric properties of Attentional Control Scale: The preliminary study on a Polish sample. Polish Psychological Bulletin, 41(1), 1-7.

Another scale which may be relevant for you is metacognitive awareness inventory MAI:

Schraw, G. & Dennison, R.S. (1994).  Assessing metacognitive awareness.  Contemporary Educational Psychology, 19, 460‐475. 

Both of them has adequate psychometric properties.

Thans for info and updates Gideon, Cinar. . . I now have collated about 40 related measures now - some substantial such as the MAI and others less so but all interesting, depending on what you're hoping to find out. I hope I may be doing a paper for an EARLI conference in due course (JURE), and writing to share.