TY - GEN
T1 - Student reflections on proficiency with learning objectives
T2 - 8th Research in Engineering Education Symposium: Making Connections, REES 2019
AU - Diefes-Dux, Heidi A.
AU - Carberry, Adam R.
N1 - Funding Information:
This work was made possible by grants from the National Science Foundation (NSF DUE 1503794 and NSF IIS 1552288). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author and do not necessarily reflect the views of the National Science Foundation.
Publisher Copyright:
Copyright © 2019 Heidi A. Diefes-Dux and Adam R. Carberry.
PY - 2019
Y1 - 2019
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
Y2 - 10 July 2019 through 12 July 2019
ER -