Online self-assessment with feedback and metacognitive knowledge

Abstract

The present work describes an experience of educational innovation in a university context. Its aim was to determine the relationship between students' frequency of use of online self-assessment with feedback and their final performance on the course, taking into account both learners' motivation and perceived usefulness of these resources for their learning process. Furthermore, we studied the relationship between metacognitive variables and academic performance and/or execution of activities aimed at learning the course content. To this end we created self-assessment material with the Hot Potatoes educational program and assessed the degree to which students took advantage of the tool, their satisfaction with it and their perceived knowledge, using ad hoc questionnaires. The results indicate better academic performance in those students that use interactive selfassessment. It should be pointed out that even students with low motivation levels made use of this teaching tool. Finally, a relationship was found between metacognitive variables and students' effort and performance. We discuss the need to include self-assessment in the curriculum, with a view to improving students' metacognitive knowledge.

The psychological dimension of transformation in teacher learning

“…This participation depends on literacy through which we share meaning, agree interpretations, and elaborate points of view. Finally, metacognition is implicated in mathematical development as learners become aware that their fragmented knowledge is a necessary constituent of further learning (Furinghetti & Morselli, 2009;Malmivuori, 2006;Ryan & Williams, 2007); and in self-assessment, the purpose of which is to increase learner autonomy through self-monitoring and self-regulation (Ibabe & Jauregizar, 2010).…”

Using low-stakes quizzing for student self-evaluation of readiness for exams

“…Accurate self-knowledge means that a student must be able to realize what they already know. More importantly, they must also realize what they do not know so they can take steps to ensure that their end knowledge meets instructor and course expectations [5]. While some students arrive at college with this ability, others do not and need help acquiring this skill.…”

“…This concept moves beyond the ability to recognize what one does or does not know, to the ability to adjust one's behavior to ensure that acquisition of the missing knowledge is successful [5]. An internal feedback loop is an essential part of self-regulation [6].…”

“…An internal feedback loop is an essential part of self-regulation [6]. Students with better self-regulation tend to have higher academic achievements [5,6]. Like self-knowledge, self-regulation is a skill that some students need help acquiring.…”

“…Formative assessments have been shown to lead to significant learning gains in numerous studies [7]. More recently, online self-assessment exercises have been shown to help students improve their self-knowledge [5] and effective external feedback can help students improve their self-regulation skills [6,8,9].…”