Relationships between Prediction Accuracy, Metacognitive Reflection, and Performance in Introductory Genetics Students.

ABSTRACT: Cognitive scientists have previously shown that students' perceptions of their learning and performance on assessments often do not match reality. This process of self-assessing performance is a component of metacognition, which also includes the practice of thinking about one's knowledge and identifying and implementing strategies to improve understanding. We used a mixed-methods approach to investigate the relationship between students' perceptions of their performance through grade predictions, their metacognitive reflections after receiving their grades, and their actual performance during a semester-long introductory genetics course. We found that, as a group, students do not display better predictive accuracy nor more metacognitive reflections over the semester. However, those who sh

SUBMITTER: Knight JK 

PROVIDER: S-EPMC9582813 | biostudies-literature | 2022 Sep

REPOSITORIES: biostudies-literature