Using Metacognitive Strategies to Help Students Learn in Pretest and Posttest Review

Abstract

The authors discuss the use of several metacognitive strategies that can help turn test reviews into an active learning experience. With these strategies, test reviews can provide students with valuable tools to enhance their thinking and help them better prepare for the high-level thinking test questions that are seen on nursing examinations.

“Why Can’t I Pass These Exams?”: Providing Individualized Feedback for Nursing Students

“…Steele did not describe faculty involvement in review or remediation. Poorman and Mastorovich (2008) reported the need for at-risk students to engage in active review sessions as soon as possible after an examination. As a review strategy, students could be encouraged to think out loud and explain their thought processes when selecting a particular response and for eliminating other responses.…”

Taking the ‘Sting’ Out of Examination Reviews: A Student-Centered Approach

“…A literature review and survey were conducted to identify concepts and strategies that may enhance student learning during the examination review process. The concept of metacognition was defi ned in the literature by Poorman and Mastorovich (2008) as "thinking about thinking" (p. 176). The authors stated that "metacognitive skill helps students to focus on what they need to know and how to go about learning it" (p. 176).…”