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  Less-than-desired performance on assignments, exams  Lack of engagement in class Self-assessment ↑metacognition ↑engagement ↑ learning gains

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)

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  Metacognitive Awareness Inventory (Shraw & Dennison)  Learning Logs  SALG   Study skills survey Exam and course grades (compare w/previous year)