Using self-assessment to increase student metacognition and learning gains

Using self-assessment to

increase student metacognition and

learning gains

Amy SiegesmundBiology Scholars 2010-2011

Background/Context Introductory biology class for majors

Majority 1st year students45 students/class

Lack of metacognition=overestimation of strengthsLess-than-desired performance on assignments, examsLack of engagement in class

Self-assessment ↑metacognition ↑engagement

↑ learning gains

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)

Research question & significance

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 collectionMetacognitive Awareness Inventory (Shraw & Dennison)Learning LogsSALGStudy skills surveyExam and course grades (compare w/previous year)

Research design