Using self-assessment to develop metacognition and self-regulated learners

FEMS Microbiology Letters
Amy Siegesmund

Abstract

Student success is too often challenged by a lack of metacognition and ability to self-regulate learning. This commentary argues that the use of self-assessment to increase student metacognition positively impacts student learning and self-regulation. In addition, several strategies for incorporating self-assessment will be presented.

References

Jan 8, 2000·Journal of Personality and Social Psychology·J Kruger, D Dunning
Jun 6, 2012·CBE Life Sciences Education·Kimberly D Tanner
Jun 19, 2015·CBE Life Sciences Education·Michelle MynlieffThomas J Eddinger
Dec 1, 2004·Psychological Science in the Public Interest : a Journal of the American Psychological Society·David DunningJerry M Suls
May 18, 2017·Journal of Microbiology & Biology Education·Kathleen R Brazeal, Brian A Couch

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Citations

Oct 14, 2017·FEMS Microbiology Letters·Beatrix Fahnert
Apr 22, 2020·Journal of Microbiology & Biology Education·Tess L Killpack, Laverne C Melón
Sep 23, 2021·FEMS Microbiology Letters·Beatrix Fahnert

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