Discerning What Students Learned: The Value of Metacognitive Reflection
Whereas assessing content learning is straight-forward, it’s more difficult to assess insights students gain as they apply their knowledge of a new process. In my scientific methods course, students design and conduct experiments to answer original research questions. As a reflective assignment, students address challenges and difficulties they encountered and share what they learned in the process. In my poster, I will show how metacognitive reflection can let the instructor see the value students attribute to the learning process and can help students assess their own growth in learning. This method is adaptable to experiential courses in other disciplines.
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