The use of exam wrappers to promote metacognition

Pate, Adam N.; Lafitte, Elizabeth M.; Ramachandran, Sujith; Caldwell, David J.

doi:10.1016/j.cptl.2019.02.008

Cited by 20 publications

(17 citation statements)

References 9 publications

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“…Students generally need to be prompted to deliberately engage in metacognition, and instructor assistance may be needed to guide student thinking about studying, particularly for students earlier in their college careers (Stanton et al, 2019). For instance, instructors can implement exam wrappers, a questionnaire usually provided to students after an exam that asks them to reflect on their studying, preparation, and performance on the exam (Pate et al, 2019). The use of exam wrappers may lead to increased knowledge of cognition and higher performance (Gezer-Templeton et al, 2017;LaCaille et al, 2019;Langdon et al, 2019;Edlund, 2020).…”

Section: Use Metacognitionmentioning

confidence: 99%

Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students

Hsu

Goldsmith

2021

LSE

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Section: Use Metacognitionmentioning

confidence: 99%

Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students

Hsu

Goldsmith

2021

LSE

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“…Students generally need to be prompted to deliberately engage in metacognition. For instance, instructors can implement examwrappers, a questionnaire usually provided to students after an exam that asks them to reflect on their studying, preparation, and performance on the exam (Pate, Lafitte, Ramachandran, & Caldwell, 2019). The use of exam-wrappers may lead to increased knowledge of cognition and higher performance (Edlund, 2020;Gezer-Templeton, Mayhew, Korte, & Schmidt, 2017;LaCaille, LaCaille, & Maslowski, 2019;Langdon et al, 2019).…”

Section: Use Metacognitionmentioning

confidence: 99%

Instructor strategies to alleviate student stress and anxiety in colleges and universities

Hsu¹,

Goldsmith²

2020

Preprint

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While student stress and anxiety are frequently cited as having negative effects on students’ academic performance, the role that instructors can play in mitigating these issues is often underappreciated. We provide summaries of different evidence-based strategies that instructors can employ to address and ameliorate student stress and anxiety that range from changes in instructional strategies to specific classroom interventions. We begin by highlighting ways in which instructors can learn about and prepare to act on issues of stress and anxiety. We then discuss how to better connect with students and build an inclusive, equitable, and empowering classroom environment. When coupled with strategies to change student evaluation and assessment, these approaches can collectively reduce student stress and anxiety, as well as improve student performance. We conclude by discussing the roles that instructors can play in empowering students with skills that improve their time management, studying, and approach towards learning, with an eye towards ensuring their success across all their academic endeavors.

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“…To foster growth in academic mindsets, participants enrolled in the GM sections were exposed to several interventions interwoven throughout the course structure which were: self-reflection exercises [22] concept mapping [23,24], growth minded messaging [6,11] exam wrappers [25,26] and instructor talk [27]. Detailed descriptions on metacognitive interventions can be found in the Supporting Information (Appendix S1).…”

Section: Curricular Interventionsmentioning

confidence: 99%

Using Metacognitive Strategies to Improve Academic Performance in Biochemistry

Miller

Srougi

2020

Preprint

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AbstractGrowing evidence suggests that students’ self-beliefs about the ability to alter their academic abilities can directly influence long-term achievement. These self-beliefs or mindsets can either be fixed (unchangeable) or growth oriented. Students with growth mindsets believe their academic abilities can change, which leads to higher grades and academic persistence in contrast to students with fixed mindsets. However, less is known about how these attributes affect student learning, particularly in college level biochemistry courses. In this study, we utilized social-psychological interventions to promote growth mindset among third and fourth year undergraduate students enrolled in a one semester Biochemistry survey course. Using a mixed-methods study design we evaluated student mindset, attitudes towards learning, and academic performance over four semesters. Our results suggest that although students’ mindsets did not change as a result of metacognitive interventions, their positive perceptions about learning vs performance did increase. Furthermore, students receiving growth mindset interventions significantly outperformed students who did not receive interventions on the final cumulative exam that assessed critical thinking skills. These results suggest that metacognitive interventions can be an effective tool to improve student academic performance in a biochemistry course.

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The use of exam wrappers to promote metacognition

Cited by 20 publications

References 9 publications

Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students

Instructor Strategies to Alleviate Stress and Anxiety among College and University STEM Students

Instructor strategies to alleviate student stress and anxiety in colleges and universities

Using Metacognitive Strategies to Improve Academic Performance in Biochemistry

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