Knowledge Surveys Part 2 — Twenty Years of Learning Guiding More Creative Uses
Dr. Ed Nuhfer and his colleagues share how they use knowledge surveys to develop students’ self-awareness and self-assessment accuracy.
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Knowledge Surveys Part 1 — Benefits of Knowledge Surveys to Student Learning and Development
Dr. Karl Wirth and colleagues share how knowledge surveys benefit student learning and development through building self-assessment skills.
Supporting Student Self-Assessment with Knowledge Surveys
In this post Dr. Lauren Scharff shares perceived benefits and lessons learned when incorporating knowledge surveys into her upper-level majors course for the first time. Knowledge surveys promote the development of student self-assessment skills.
Self-assessment and the Affective Quality of Metacognition: Part 2 of 2
In Part 2 of 2, Self-assessment and the Affective Quality of Metacognition, Ed Nuhfer succinctly outlines the research on knowledge surveys, how these surveys can be used to develop metacognition, and why use knowledge surveys.
Self-assessment and the Affective Quality of Metacognition: Part 1 of 2
In part 1 of two, Ed Nuhfer urges us not to ignore the importance of affect, feelings, and emotions. More specifically, he argues that self-assessment “should include an aim towards improving students’ ability to clearly recognize the quality of ‘feels right’ regarding whether one’s own ability to meet a challenge with present abilities and resources exists.” In the upcoming second part of the post, he will consider how knowledge surveys might fine-tune that feeling.
Guest Edited Series on Self-Assessment: Synthesis
In his guest series synthesis, Dr. Ed Nuhfer argues that now is the opportune time for educating to strengthen self-assessment and metacognition.
Metacognition and Mindset for Growth and Success: Part 2 – Documenting Self-Assessment and Mindset as Connected
This post shares findings from our paired measures data that partially explain the inconsistent results that researchers have obtained between mindset and learning achievement.
Understanding Bias in the Disciplines: Part 2 – the Physical and Quantitative Sciences
This blog connects conceptual reasoning and metacognition, and shows how bias challenges clear reasoning even in “objective” fields like science and math.
Introduction: Why self-assessment matters and how we determined its validity
The authors of this guest series have engaged in a collaborative effort to understand self-assessment, which is a specific area within the broad field of metacognition.
Learning Philosophies of Teachers and Students: Two Neglected Metacognitive Catalysts for Success
Dr. Ed Nuhfer explains how writing, revisiting, and revising learning philosophies scaffold students and teachers to higher proficiency.
Promoting Learning Integrity Through Metacognition and Self-Assessment
Dr. Lauren Scharff shares how, through metacognition, we can more successfully align our personal goals and behaviors, enhancing our integrity.
Metacognitive Self-Assessment, Competence and Privilege
Dr. Steven Fleisher shares how he helps students see the value of self-assessment and its relationship with their developing competencies and issues of privilege.
Guest Editor Blog Mini-series
In addition to our regular and guest blog contributors, in 2019 we were excited to begin guest-editor-coordinated Metacognition Blog Mini-series. Each mini-series consists of a set of blog posts on a metacognition-related topic of the guest editor’s choice. During the series release, each component blog in the series will be posted once a week. Enjoy […]
Paired Self-Assessment—Competence Measures of Academic Ranks Offer a Unique Assessment of Education
In this post, Dr. Ed Nuhfer shares research data comparing self-assessment and actual performance from a large multi-institute sample. Self-assessment is an essential component to both metacognition and self-efficacy.
Measuring Metacognitive Self-Assessment – Can it Help us Assess Higher-Order Thinking?
Dr. Ed Nuhfer argues that “affect and self-assessment may offer a key to measuring the overall quality of education and assessing progress toward highest levels of thinking” and shares a free validated self-assessment test that allows one to determine accuracy of self-assessment.
“Know Cubed” – How do students know if they know what they need to know?
Dr. Lauren Scharff shares three common reasons students might not accurately self-assess along with some strategies instructors can take to support better student self-assessment. Metacognitive instructors are aware of these challenges and modify their instruction to help students become more metacognitive learners.
It shouldn’t be Top Secret – Bloom’s Taxonomy
Dr. Lauren Scharff argues that instructors should more often and more explicitly share Bloom’s taxonomy, and perhaps even more importantly, share how it can be applied by students to raise their awareness of learning expectations for different assignments and guide their choice of learning strategies. A handout is provided that walks students through a series of questions that help them apply Bloom’s as a guide for their learning and academic efforts.
Developing Affective Abilities through Metacognition Part 2: Going Granular
In this post, Dr. Ed Nuhfer introduces the importance of global and granular forms of thinking before reporting evidence that metacognitive awareness of granular forms of understanding can be more effective in developing understanding of content. The distinction between global and granular forms of understanding can also aid in understanding more affective forms of knowing.
Metacognition and Teacher-Student-Curriculum Relationships
In this post, Dr. Steven Fleisher discusses links between student-teacher-curriculum relationships, family systems theory, and metacognition.
Quantifying Metacognition — Some Numeracy behind Self-Assessment Measures
In this post, Ed Nuhfer describes recent research that illustrates fundamental challenges of data interpretation, specifically with respect to data related to self-assessment of understanding, a key concept for metacognition.