Abstract
Students do not always engage in self-reflection when assessing their learning. This makes it difficult for students to plan and act to improve their ability to learn. Structured self-reflection was implemented in a first-year engineering course to provide students with an explicit opportunity to assess their learning. This approach was used in combination with a standards-based grading (SBG) strategy so that students could connect their abilities with clear and transparent learning objectives. A qualitative analysis of students' week 3 and 5 reflections was completed to generate a method (and codebook) for analysing students' reflections. This analysis revealed a variety of plans, actions, and connections to the course learning objectives self-reported by students. The SBG plus selfreflection structure shows promise as a transparent means of training students to self-regulate their learning.
| Original language | English (US) |
|---|---|
| Title of host publication | Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections |
| Editors | Bruce Kloot |
| Publisher | Research in Engineering Education Network |
| Pages | 18-26 |
| Number of pages | 9 |
| ISBN (Electronic) | 9780799226003 |
| State | Published - Jan 1 2019 |
| Externally published | Yes |
| Event | 8th Research in Engineering Education Symposium: Making Connections, REES 2019 - Cape Town, South Africa Duration: Jul 10 2019 → Jul 12 2019 |
Publication series
| Name | Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections |
|---|
Conference
| Conference | 8th Research in Engineering Education Symposium: Making Connections, REES 2019 |
|---|---|
| Country | South Africa |
| City | Cape Town |
| Period | 7/10/19 → 7/12/19 |
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ASJC Scopus subject areas
- Education
- Engineering (miscellaneous)
Cite this
Student reflections on proficiency with learning objectives : Early semester actions and plans. / Diefes-Dux, Heidi A.; Carberry, Adam R.
Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections. ed. / Bruce Kloot. Research in Engineering Education Network, 2019. p. 18-26 (Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections).Research output: Chapter in Book/Report/Conference proceeding › Conference contribution
}
TY - GEN
T1 - Student reflections on proficiency with learning objectives
T2 - Early semester actions and plans
AU - Diefes-Dux, Heidi A.
AU - Carberry, Adam R.
PY - 2019/1/1
Y1 - 2019/1/1
N2 - Students do not always engage in self-reflection when assessing their learning. This makes it difficult for students to plan and act to improve their ability to learn. Structured self-reflection was implemented in a first-year engineering course to provide students with an explicit opportunity to assess their learning. This approach was used in combination with a standards-based grading (SBG) strategy so that students could connect their abilities with clear and transparent learning objectives. A qualitative analysis of students' week 3 and 5 reflections was completed to generate a method (and codebook) for analysing students' reflections. This analysis revealed a variety of plans, actions, and connections to the course learning objectives self-reported by students. The SBG plus selfreflection structure shows promise as a transparent means of training students to self-regulate their learning.
AB - Students do not always engage in self-reflection when assessing their learning. This makes it difficult for students to plan and act to improve their ability to learn. Structured self-reflection was implemented in a first-year engineering course to provide students with an explicit opportunity to assess their learning. This approach was used in combination with a standards-based grading (SBG) strategy so that students could connect their abilities with clear and transparent learning objectives. A qualitative analysis of students' week 3 and 5 reflections was completed to generate a method (and codebook) for analysing students' reflections. This analysis revealed a variety of plans, actions, and connections to the course learning objectives self-reported by students. The SBG plus selfreflection structure shows promise as a transparent means of training students to self-regulate their learning.
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M3 - Conference contribution
AN - SCOPUS:85071514792
T3 - Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections
SP - 18
EP - 26
BT - Proceedings of the 8th Research in Engineering Education Symposium, REES 2019 - Making Connections
A2 - Kloot, Bruce
PB - Research in Engineering Education Network
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