1. Using self-assessment to increase student metacognition and learning gains Amy Siegesmund Biology Scholars 2010-2011

2. 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

3. 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

4. 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) Research design