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

42 Downloads (Pure)

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

Fingerprint

Dive into the research topics of 'Helping students in HE succeed through using reflective practice to enhance metacognition and create more realistic predictions'. Together they form a unique fingerprint.

Cite this