Singh, A., & Diefes-Dux, H. A. (2023, June), Pairing Self-Evaluation Activities with Self-Reflection to Engage Students Deeply in Multiple Metacognition Strategies  Paper presented at 2023 ASEE Annual Conference & Exposition, Baltimore , Maryland. 10.18260/1-2--43847

\bibitem{asee_peer_43847}
  Singh, A., \& Diefes-Dux, H. A. (2023, June), \emph{Pairing Self-Evaluation Activities with Self-Reflection to Engage Students Deeply in Multiple Metacognition Strategies}
  Paper presented at 2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland.
  10.18260/1-2--43847

Anu Singh and Heidi A. Diefes-Dux.  "Pairing Self-Evaluation Activities with Self-Reflection to Engage Students Deeply in Multiple Metacognition Strategies".  2023 ASEE Annual Conference & Exposition, Baltimore , Maryland, 2023, June.  ASEE Conferences, 2023.  https://peer.asee.org/43847 Internet.  24 Jun, 2024

\bibitem{asee_peer_43847}
  Anu Singh and Heidi A. Diefes-Dux.
  "Pairing Self-Evaluation Activities with Self-Reflection to Engage Students Deeply in Multiple Metacognition Strategies".
  \emph{2023 ASEE Annual Conference \& Exposition, Baltimore , Maryland, 2023, June}.
  ASEE Conferences, 2023.
  https://peer.asee.org/43847 Internet.  24 Jun, 2024

@INPROCEEDINGS{asee_peer_43847
author = "Anu Singh and Heidi A. Diefes-Dux"
title = "Pairing Self-Evaluation Activities with Self-Reflection to Engage Students Deeply in Multiple Metacognition Strategies"
booktitle = "2023 ASEE Annual Conference \& Exposition"
year = "2023"
month = "June"
address = "Baltimore , Maryland"
publisher = "ASEE Conferences"
note = {https://peer.asee.org/43847}
number = {10.18260/1-2--43847}
}

TY  - CPAPER
AB  - Self-directed learning requires students engage deeply in all three metacognitive dimensions: Planning, Monitoring, and Evaluating. While instructors may currently integrate different activities in courses that provide the opportunity for students’ metacognitive engagement, they might not draw students into thinking deeply. For new engineering educators, it might be challenging to select activities that could provide opportunity for sufficient student engagement in metacognition. The purpose of the study was to investigate pairing self-evaluation and self-reflection activities by classifying students’ use of the metacognitive strategies and the highest levels to which students enacted these strategies. Data collection took place in a junior-level process engineering course in Spring 2021 at a large Midwest University. The present work used students’ self-evaluations of their computational work and reflections on their learning for four assignments associated with the second unit of the course. A simple text analysis of the self-evaluation and reflection responses revealed that students wrote more text for the self-evaluations than for the reflections. A revised a priori coding scheme was used to code students’ self-evaluation comments and reflection responses for the different metacognitive strategies and levels. Results showed that across all four assignments, students were predominantly engaged in the Evaluating strategy during self-evaluation, whereas they predominantly engaged in Planning and Monitoring in the reflection activity. Student engagement was at the low and medium levels of the three metacognitive strategies. 

Keywords:  junior, reflection, metacognition, qualitative


AU  - Anu Singh
AU  - Heidi A. Diefes-Dux
CY  - Baltimore , Maryland
DA  - 2023/06/25
PB  - ASEE Conferences
TI  - Pairing Self-Evaluation Activities with Self-Reflection to Engage Students Deeply in Multiple Metacognition Strategies
UR  - https://peer.asee.org/43847
DO  - 10.18260/1-2--43847
ER  -