The aim of the study is to determine the impact of a regular in-lecture survey on the development of university students’ metacognitive skills. The article reveals the methodology of a three-stage survey consisting of metacognitive control (self-analysis and self-assessment), registration of results and verification of the actual level of students’ assimilation of educational material. The scientific novelty of the research lies in the fact that the proposed methodology opens opportunities for the development of such students’ metacognitive skills as self-analysis (reflection of the quality of their cognitive process and emotional state) and self-assessment (fixation of the results of this reflection). As a result, it has been found that conducting a regular three-stage in-lecture survey develops students’ self-analysis and self-assessment skills and increases the academic performance.