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Using self-assessment to increase student metacognition and learning gains

Using self-assessment to increase student metacognition and learning gains. Amy Siegesmund Biology Scholars 2010-2011. Background/Context. Introductory biology class for majors Majority 1 st year students 45 students/class Lack of metacognition =overestimation of strengths

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Using self-assessment to increase student metacognition and learning gains

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  1. Using self-assessment to increase student metacognition and learning gains Amy Siegesmund Biology Scholars 2010-2011

  2. Background/Context • Introductory biology class for majors • Majority 1st year students • 45 students/class • Lack of metacognition=overestimation of strengths • Less-than-desired performance on assignments, exams • Lack of engagement in class ↑metacognition ↑engagement Self-assessment ↑ learning gains

  3. Research question & significance • Does the use of diagnostic learning logs lead to increased student metacognition and enhanced study behaviors? • Self-assessment a critical aspect for current and lifelong learning (Black & William; Tan) • Self-assessment empowers students to take responsibility for learning (Elwood & Klenowski; Shepard) • Self-assessment facilitates positive interaction with professor (Walser)

  4. Research design • Create “electronic learning portfolio” • Weekly learning logs (focus on process of learning, not content) • Periodic “reflections” (reflect, analyze, summarize; diagnose strengths/weaknesses; ID solutions) • Data collection • MetacognitiveAwareness Inventory (Shraw & Dennison) • Learning Logs • SALG • Study skills survey • Exam and course grades (compare w/previous year)

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