The effects of metacognition and standards-based grading on student achievement and perception in high school chemistry
Year: 2019
Type: article
Abstract: In this study, students in a first-year high school chemistry class were introduced to assignments designed to increase metacognition. Students were also assessed using standards-based grades rather than a traditional system to better align course content to enhance metacognitive abilities. Student pre- and post-surveys, teacher and student reflections, and student interviews were used to analyze treatment. Results suggest that the majority of students experienced increased understanding of expectations, greater control over grades, and a stronger focus on learning.
Author: Katrina M. Wunderlich
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W3024832455