Scalable Implementation of Metacognitive Homework: Comparing Experiences at Large and Small Institutions

Breid, Derek; Wilson, Tara Gupte; Christy, Ann D.

doi:10.18260/1-2--35176

Cited by 6 publications

(25 citation statements)

References 5 publications

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“…This methodology provides practice and self-assessment while decreasing the grading load for instructors and reducing the temptation to copy third-party solutions [8]. In some cases, this methodology was effective [9], [10]. However, an emphasis on numerical or letter grade assignment by both students and faculty highlighted the differences between instructor and student evaluations of the quality of the work resulting in a negative impact on rapport [11].…”

Section: Self-grading Methodologiesmentioning

confidence: 99%

“…Furthermore, instructors largely ignored the student assigned grade when providing a grade for the record [7]. To the extent that the overall homework grade was based on finding the right answer in the initial submission, students reported lower satisfaction with the methodology and only minimal reductions in stress or temptations toward copying other solutions [9], [11].…”

Section: Self-grading Methodologiesmentioning

confidence: 99%

“…This shift in thinking about homework equips students to practice life-long learning skills for long-term gain, rather than simple short-term metrics of assignment grades. When introducing the methodology to students, a metaphor from athletics proved helpful by emphasizing positively reinforced practice evaluated against an ideal [9].…”

Section: Metacognitive Methodologiesmentioning

confidence: 99%

“…The time commitment for students is about the same as other methods, but with far lower stress. Typically, instructor grading times are lower as well, bested only by auto-graded homework [9], [16]. The need for excellent instructor solutions requires significant initial time investment, but with an emphasis on process rather than first time correctness, the need for combative anti-cheating efforts decreases, reducing the need to generate new problems every semester [7].…”

Section: Commonalities and Effectivenessmentioning

confidence: 99%

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Latest Improvements in Metacognitive-Informed, Dual-Submission Homework Methods

Wood,,

Laughton

2023 ASEE Annual Conference &Amp; Exposition Proceedings

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Over the last decade, in response to increasing frequency of academic misconduct, engineering education has explored different methods for providing practice, feedback, and scaffolded learning experiences through homework. Though many innovative tools have been developed to provide immediate feedback to students, ultimately students need practice and critical thinking about their practice to engage in long-term effective learning and content mastery. This synthesis of the growing body of literature around metacognitive, self-graded, and dual-submission homework methods presents best practices for helping students get the most out of homework assignments and develop increasing competence in self-directed learning. In sophomore-level courses, the dual submission with reflection implementation asks students to submit initial attempts at the homework problems to earn credit for completion. Then the students use an instructor-provided solution to check and correct their work, also for completion-based credit. Alongside the dual submission homework problems, students may develop their metacognitive skills by completing short reflections on their learning. To increase student responsibility for content mastery in a junior-level course, initial submission with immediate assessment implementation asks students to check their own work without granting credit for corrections. In a senior-level course, an auto-graded with rework submission implementation gives students an opportunity to earn 100% credit regardless of initial accuracy, but students must develop reworked solutions from an instructor provided numerical answer, not a comprehensive solution. As more instructors employ metacognitive-informed dual-submission homework methods, instructors can adjust their implementations to scaffold increasing responsibility for self-directed, life-long learning and engineering accuracy. At every stage, students should experience learning, problem solving and evaluating their own work like a practicing engineer.

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Section: Self-grading Methodologiesmentioning

confidence: 99%

Section: Self-grading Methodologiesmentioning

confidence: 99%

Section: Metacognitive Methodologiesmentioning

confidence: 99%

Section: Commonalities and Effectivenessmentioning

confidence: 99%

See 2 more Smart Citations

Latest Improvements in Metacognitive-Informed, Dual-Submission Homework Methods

Wood,,

Laughton

2023 ASEE Annual Conference &Amp; Exposition Proceedings

View full text Add to dashboard Cite

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“…In 13 of the 14 studies, all co-authors hail from a single institution. The exception is the Breid et al paper [3] that explicitly sought to transfer an approach used at a small college (St. Vincent College) to a major university (Ohio State). Except for that paper and its predecessor from St. Vincent, and two papers by Goldberg et al from Hofstra, each paper was from a different institution.…”

Section: The Corpusmentioning

confidence: 99%