Presented by:
Shannon Scotece
Key Statement:
Self-reflection exercises after high-stakes Assessments guide learners through metacognition processes to understand effective learning. These practices are especially beneficial for first-year college students.
Keywords:
Metacognition, Self-Reflection, First-Year Learners
Abstract:
After under-performing on high-stakes assessments, we often hear students say, “I felt confident before the test, I do not know what happened.” To help first-year students think about their preparation, I created a Self-Reflection Exercise for an American Politics course with questions about how they studied, what resources they used, and what guidance they feel is needed. This process helps students pause to think about their learning and challenge assumptions about what strategies work best. The results from the Self-Reflections also provide insight to how students are navigating the material so I can make targeted suggestions to support their learning.
Learning Outcomes:
1. Discuss the value of metacognition in student learning.
2. Design self-reflection exercises for students who have attempted high-stakes exams.
3. Reflect on ways educators can empower students to take control of the learning process and think concretely about what will help them succeed.
Hear it from the author:
TRANSCRIPT:
Hello, my name is Shannon Scotece, and I am an instructor in an online American politics course at Western Governors University. In this project, I used self-reflection exercises that guided students through metacognition practices to help them reflect on their learning strategies when preparing for a high-stakes assessment. These exercises included questions about how students navigated the course resources, took notes, and prepared for the final exam.
We know that students often express how they felt confident before an exam and are confused when they do not pass. When students complete self-reflections, they can consider the efficacy of how they studied as well as the value of the resources they used.
My findings show that while most students attempted to read the textbook, they said that it was only somewhat useful in enhancing their understanding of the material. This may explain why some students turn to external resources like quizlet, ChatGPT, or YouTube . Students were also hesitant to take formative assessments, and they only completed some of the available practice tests. Such information can open the door to discussions about why students use external resources or avoid self-assessment options.
Not only can self-reflection exercises help students think about their learning, but they also allow instructors to find teaching blind spots, where we assume that students are using certain resources or specific learning methods when they are avoiding course resources entirely. Finally, since adult learners may be less likely to seek out help, these exercises provide opportunities for instructors to give targeted support based on what students have tried, and what may be most beneficial.
REFERENCES:
Agarwal, P. K. & Bain, P.M. (2019). Powerful Teaching: Unleash the Science of Learning (1st ed.). Jossey-Bass.
Darby, F., & Lang, J. M. (2019). Small teaching online : Applying learning science in online classes. John Wiley & Sons.
Eyler, J. (2018). How Humans Learn: The Science and Stories behind Effective College Teaching (Teaching and Learning in Higher Education) (1st ed.). West Virginia University Press.