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Students do not know what they do not know.

Students do not know what they do not know. Anecdotal Have you ever heard…. I reviewed the notes and read the chapters. I don’t know why I did so poorly on the exam. I thought I knew the material. Empirical. ≠. Self assessment of ability to find flaws in an experimental design.

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Students do not know what they do not know.

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  1. Students do not know what they do not know. • Anecdotal • Have you ever heard…. • I reviewed the notes and read the chapters. I don’t know why I did so poorly on the exam. • I thought I knew the material. • Empirical ≠ Self assessment of ability to find flaws in an experimental design Ability to find flaws

  2. METACOGNITION • “Knowledge and cognition about cognitive phenomena” (Flavell, 1979). • “Ability to monitor, evaluate, and make plans for one’s learning” (Everson and Tobias) • Knowledge • Strategies, conditions, effectiveness, self • Monitoring • Control and regulate learning, checking and planning • Meaningful learners have better metacognition skills than rote learners.

  3. WHAT IS? learning about self-regulated learning Year 1: What metacognition knowledge and skills do students apply to studying organismal biology compared to cell and molecular biology? sharing course backward design with students Organismal Biology Cell and Molecular Biology VS. Year 2: Does learning about the biology of learning improve student metacognition and thereby learning in cell and molecular biology? VS. Cell and Molecular Biology WHAT WORKS?

  4. INSTRUMENT OUTCOME • What grade do you expect to get on the exam? • What did you do to learn the material for this exam? • Explain why you selected each strategy. • How confident are you that the strategy worked? (0-100) • The exam covers Concept X. How did you know when you learned concept X? Self-assessment of metacognition Published, valid, reliable metacognition survey (Pre) Self-assessment of metacognition Self assessment of learning Study strategy selection Predictions Survey/Questionnaire Evidence of learning Exam 3X Postdiction Reflection Additional self assessment of learning Reflection on study strategy selection and metacognition • What grade do you expect to get on the exam? • Is this different than what you predicted before taking the exam? • Did you select the appropriate strategies or approaches to to learn the material? Explain why or why not. Published, valid, reliable metacognition survey (Post) Self-assessment of metacognition

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