Abstract
There is an obvious desire to increase students' efficacy at transferring the knowledge and skills acquired in one situation to new tasks or contexts. Active learning theory points to the importance of helping students take control of their learning, monitor their level of understanding and assess learning strategies, in order to achieve this transfer. Knowledge surveys are intended to improve a student's ability to self-assess and enhance the subsequent transfer of skills. Knowledge surveys cover the content and the full range of cognitive levels of a course. Taken several times during the course, students rate their ability to answer questions about the course content. We explore an interdisciplinary data set of knowledge surveys and exams, asking whether students' abilities to self-assess differs at different cognitive (Bloom) levels.
Location
Room 2904 A
Recommended Citation
Clauss, Jon M. and Geedey, C. Kevin, "Knowledge Surveys: Helping Students Self-Assess" (2007). SoTL Commons Conference. 53.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2007/53
Knowledge Surveys: Helping Students Self-Assess
Room 2904 A
There is an obvious desire to increase students' efficacy at transferring the knowledge and skills acquired in one situation to new tasks or contexts. Active learning theory points to the importance of helping students take control of their learning, monitor their level of understanding and assess learning strategies, in order to achieve this transfer. Knowledge surveys are intended to improve a student's ability to self-assess and enhance the subsequent transfer of skills. Knowledge surveys cover the content and the full range of cognitive levels of a course. Taken several times during the course, students rate their ability to answer questions about the course content. We explore an interdisciplinary data set of knowledge surveys and exams, asking whether students' abilities to self-assess differs at different cognitive (Bloom) levels.
