The study attempted to propose refined question items used for eight types of lectures practiced in college settings (i.e., theory-based learning, flipped learning, discussion-based lectures, problem-based learning, co-teaching, Capstone Design, e-learning, and laboratory lectures). Its purpose was to help students objectively and accurately evaluate the lectures so that the instructors could use the data to improve their teaching effectiveness and to heighten student satisfaction. Extracting data from 15 journal publishers, the study investigated 34 articles published since 2013 in relation to lecture evaluations. Results entail different lecture evaluation question items that well match distinct features each lecture type entails. Further implications for future studies are proposed based on the findings.

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College students show tendency of becoming either overconfident or underconfident regarding their examination performances. It demonstrates a low level of metacognitive accuracy. This research investigated how accurately college students, particularly freshman pre-service teachers of early childhood education department in South Korea, predict their performance prior to two major exams during a semester. The major rationale of the study is to foster students' metacognition in higher education. 48 freshmen pre-service teachers participated in the study online, with two study tools implemented: namely, a question survey and an open-ended questionnaire. The results showed that the student participants' prediction on final exam was more accurate than that of midterm exam, showing moderately improved metacognitive accuracy, with a few exceptions. This paper suggested a few implications for higher education instructors regarding how to successfully implement metacognitive methods in class settings based on the findings.

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