Proposal Abstract

This presentation reports upon research that has been conducted on self-reflection, metacognition, and motivation. It explores the use of a confidence-assessment technique and how it operates as an advance organizer for instruction and serves as a study guide for students. This approach has been used successfully in two sections of one course over three terms for approximately 115 students. Student perceptions of learning were examined with formative evaluation self-reports, tests, and confidence ratings before and after instruction. This study compares high and low-scoring groups based on their test results to confidence ratings about knowledge and skills. Differences in scores, ratings, and student evaluations of the process are examined to spark discussion of whether or not confidence ratings are reliable as indicators of performance.

Location

Room 2903

Publication Type and Release Option

Presentation (Open Access)

 
Mar 11th, 11:00 AM Mar 11th, 11:45 AM

Student Self-Perceptions and Cognitive Abilities

Room 2903

This presentation reports upon research that has been conducted on self-reflection, metacognition, and motivation. It explores the use of a confidence-assessment technique and how it operates as an advance organizer for instruction and serves as a study guide for students. This approach has been used successfully in two sections of one course over three terms for approximately 115 students. Student perceptions of learning were examined with formative evaluation self-reports, tests, and confidence ratings before and after instruction. This study compares high and low-scoring groups based on their test results to confidence ratings about knowledge and skills. Differences in scores, ratings, and student evaluations of the process are examined to spark discussion of whether or not confidence ratings are reliable as indicators of performance.