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