Use of Exam Wrappers to Enhance Students' Metacognitive Skills in a Large Introductory Food Science and Human Nutrition Course

Autor/inn/en	Gezer-Templeton, P. Gizem; Mayhew, Emily J.; Korte, Debra S.; Schmidt, Shelly J.
Titel	Use of Exam Wrappers to Enhance Students' Metacognitive Skills in a Large Introductory Food Science and Human Nutrition Course
Quelle	In: Journal of Food Science Education, 16 (2017) 1, S.28-36 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1541-4329
DOI	10.1111/1541-4329.12103
Schlagwörter	Metacognition; Thinking Skills; Assignments; Test Preparation; Correlation; Food; Nutrition Instruction; College Students; Tests; Scores; Study Skills; Cognitive Development; Statistical Analysis; Self Evaluation (Individuals); Goal Orientation; Student Behavior; Student Motivation; Illinois (Urbana); Illinois (Champaign) + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Denkfähigkeit; Assignment; Auftrag; Zuweisung; Korrelation; Lebensmittel; Nutrition education; Ernährungserziehung; Collegestudent; Examination; Prüfung; Examen; Studientechnik; Kognitive Entwicklung; Statistische Analyse; Zielorientierung; Zielvorstellung; Student behaviour; Schülerverhalten; Schulische Motivation
Abstract	Research shows that students struggle to develop higher order thinking skills and effective study strategies during the transition from high school to college. Therefore, in addition to teaching course content, effective instructors should assist students in developing metacognitive skills, that is, the practice of thinking about their thinking. An effective assignment that assists students in thinking about their exam performance is the exam wrapper. The objectives of this study were to examine students' metacognitive skills, evaluate the correlation between study behaviors and student performance, and assess student perception of exam wrappers. Exam wrapper assignments were offered as extra credit after the first 3 exams in a large introductory Food Science and Human Nutrition course, and student responses and exam performance were analyzed. Many students with poor exam performance overestimated their exam scores, indicating students' self-assessment skills could be sharpened. However, students demonstrated the ability to make and implement goals to improve study strategies throughout the semester. A modest relationship between use of study strategies and improved exam performance was observed, particularly for students with a B exam average, suggesting that students in the middle of the grade distribution may benefit most from this type of intervention. Finally, most students expressed a belief that exam wrappers helped them improve their study habits and exam scores, and that they planned to use the exam wrapper process in future classes. In summary, this study shows that the exam wrapper is a valued and effective postexam reflection tool for improving students' self-reported study habits. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01