Year: 2010
Type: article
Study design: Observational Study
Abstract: : Active learning theory indicates the importance of helping students take control of their learning, monitor their understanding, and assess learning strategies. Knowledge surveys are intended to improve a student’s ability to self-assess and cover the content and the full range of cognitive levels of a course. We explore an interdisciplinary data set of knowledge surveys and exams, asking whether student’s ability to self-assess differs at different cognitive (Bloom) levels. Although self assessment accuracy was strongly related to the Bloom level of exam questions, this dependence was not simple. Students had the most difficulty self-assessing at intermediate Bloom levels.
Authors: Jon Clauss, Kevin Geedey
Institutions: Augustana University, Augustana College
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2992393865