Helping students in HE succeed through using reflective practice to enhance metacognition and create more realistic predictions

Carolyn Mair

Research output: Chapter in Book/Report/Published conference proceedingConference contributionpeer-review

Abstract

Understanding how students can better manage their expectations has been a topic of interest in pedagogy for some time, yet solutions remain elusive. This paper describes a recent study in which more accurate predictions were made following a 6-week intervention aimed at increasing metacognition. At the outset, participants completed a metacognitive awareness inventory and were asked to predict the submission time and grade for their next assessment. They were instructed on using a structured reflection spreadsheet and asked to reflect weekly for the study period. At the end of the study, the inventory was re-administered and participants predicted the submission time and grade for the next assessment. Although results showed a significant increase in scores on the metacognitive awareness inventory, scores were found not to be a strong predictor of estimation error. Possible reasons for the outcomes and further work are discussed.
Original languageEnglish
Title of host publicationHEA STEM conference, 11-12th April, 2012, Imperial College, London, UK
Publication statusPublished - 1 Mar 2012
Externally publishedYes

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