Tag Archives: Self-assessment

Hypercorrection: Overcoming overconfidence with metacognition

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In this post, Jason Lodge argues that metacognition can help support student confidence while also helping to correct for overconfidence. He concludes, “it is vital that students develop metacognition so that they can monitor when they are wrong or when they are not progressing as they should be. If they can, then there is every chance that the learning experience can be more powerful as a result.”

The Challenge of Deep Learning in the Age of LearnSmart Course Systems (Part 2)

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In this post, Dr. Lauren Scharff follows up on Part I of her reflections on the challenges of deep learning in Age of LearnSmart Course Systems by sharing her actions with her students and some student data and reflections.

Using Metacognition to select and apply appropriate teaching strategies

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In this post, Dr. John Draeger and Dr. Lauren Scharff share highlights from their presentation on metacognitive instruction at the Speaking SoTL conference, held at High Point University, NC in May 2016.

Does Processing Fluency Really Matter for Metacognition in Actual Learning Situations? (Part Two)

In a previous post, Michael Serra considered the role of processing fluency within lab setting and found that ease of processing leads to learners overestimating how much they know. While this could potentially have implications for actual classroom environments, Serra concludes that “it seems that perceptual fluency is not a problem we should be greatly concerned about in realistic learning situations.”

Part One: Does Processing Fluency Really Matter for Metacognition in Actual Learning Situations?

In part one of a two part series, Michael Serra explores the relationship between processing fluency (e.g., easy to read large print text) and learning complex material. At least in the lab, “learners are often misled by feelings of fluency or disfluency that are neither related to their level of learning nor predictive of their future test performance.” Part two will consider the implications for classroom environments.

Unskilled and Unaware: A Metacognitive Bias

In this post, John R. Schumacher, Eevin Akers, and Roman Taraban observe that while note taking improves test performance, it does not improve calibration. They argue that students “need to be aware that waiting a short time before judging whether they need more study will result in more effective self-regulation of study time.”

The Challenge of Deep Learning in the Age of LearnSmart Course Systems

In this post, Lauren Scharff suggests that some features of e-text learning applications might promote the likelihood that students prioritize “learning efficiently,” resulting in a short-changing of their long-term, deep learning.

Pausing Mid-Stride: Mining Metacognitive Interruptions In the Classroom

In this post, Amy Ratto Parks shares an example of how to spot an opportunity for an in-the-moment metacognitive mini-lesson, making the intervention real and meaningful for her students.

Metacognition as Part of a Broader Perspective on Learning

This article includes six instructional strategies that promote self-regulation and ways that motivational cognitive and metacognitive skills can be enhanced using these strategies. Research in Science Education, 2006, Volume 36, Number 1-2, Page 111. Gregory Schraw, Kent J. Crippen, Kendall Hartley   Promoting Self-Regulation in Science Education: Metacognition as Part of a Broader Perspective on Learning Tuesday, September 22, 2015

Metacognition and Self-Regulated Learning Constructs

This article contains findings from several different studies, and the “Findings indicated convergence of self-report measures of metacognition, significant correlations between metacognition and academic monitoring, negative correlations between self-reported metacognition and accuracy ratings, and positive correlations between metacognition and strategy use and metacognition and motivation.” Rayne A. Sperling, Bruce C. Howard, Richard Staley & Nelson DuBois (2004) Metacognition and Self-Regulated… Read more »

Reciprocal Peer Coaching for Self-Reflection, Anyone?

In her post Cynthia Desrochers describes the successful implementation of Reciprocal Peer Coaching for Self-Reflection, an approach to instructor peer review that includes pre-observation conference, observation and data collection, data analysis and strategy, post-observation conference, and post-conference analysis. She includes a framework to guide the critical post-observation session.

Exploring the relationship between awareness, self-regulation, and metacognition

In this post, John Draeger explores the relationship between awareness, self-regulation and metacognition. He considers whether awareness and self-regulation are necessary for metacognition as well as whether there are advantages to focusing on elements individually en route to strengthening their interaction.

Metacognition and Specifications Grading: The Odd Couple?

In this post, Linda Nilson overviews specs grading and how it might connect with metacognition. She claims that “Specs grading solves many of the problems that our traditional grading system has bred while strengthening students’ metacognition and sense of ownership of their grades.”

So what if ‘metacognition’ is vague!

John Draeger explores the conceptual nature of metacognition. Appealing to a model developed in legal philosophy, he concludes that the term ‘metacognition’ is vague, but this is actually desirable because it promotes dialogue about all the elements in the metacognitive constellation.

Linking Mindset to Metacognition

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By Charity Peak, Ph.D. (U. S. Air Force Academy) As part of our institution’s faculty development program, we are currently reading Carol Dweck’s Mindset: The New Psychology of Success. Even though the title and cover allude to a pop-psychology book, Dweck’s done a fabulous job of pulling together decades of her scholarly research on mindsets into a layperson’s text. After… Read more »