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Using a Learning Management System for Exam Wrapper Feedback to Prompt Metacognitive Awareness in Large Courses

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Title: Using a Learning Management System for Exam Wrapper Feedback to Prompt Metacognitive Awareness in Large Courses
Language: English
Authors: Carpenter, Tara S., Beall, Lisa Carter, Hodges, Linda C.
Source: Journal of Teaching and Learning with Technology. 2020 9:79-91.
Availability: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/jotlt
Peer Reviewed: Y
Page Count: 13
Publication Date: 2020
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Metacognition, Feedback (Response), Integrated Learning Systems, Measures (Individuals), Chemistry, Science Instruction, Large Group Instruction, Study Habits, Behavior Change, Science Tests, Scores, Computer Assisted Testing, Undergraduate Students, Grades (Scholastic), Student Attitudes, Teacher Student Relationship, Introductory Courses
ISSN: 2165-2554
Abstract: An exam wrapper is a reflective exercise completed after an exam, designed to help foster students' metacognition and self-regulation. Typical exam wrappers ask students how they studied, what they missed and why, and how they would change their study behaviors to improve on the next exam. In small classes, exam wrappers can be administered as paper documents, with instructors providing feedback in writing or through one-on-one appointments. In large classes, however, this approach can be unrealistically time consuming. In this article, we describe the design and use, in a large introductory chemistry course, of an online exam wrapper administered using our institutional learning management system's test tool. This tool allows the instructor to provide automated, targeted feedback based on students' responses. We analyzed the effect of this tool on students' course outcomes and on their metacognitive awareness as measured by the Metacognitive Awareness Inventory (MAI). For first-year students, despite low completion rates of the wrapper, course grade was significantly related to exam wrapper use, independent of several academic variables. MAI scores were not related to exam wrapper use. We discuss the effect of multiple metacognitive awareness opportunities provided by the instructor, including the exam wrapper, on students' performance in the chemistry course. In large courses such as this, the success of this online exam wrapper may depend on providing both incentives for students to complete it and additional support for students to develop the metacognitive awareness to appreciate its value.
Abstractor: As Provided
Entry Date: 2021
Accession Number: EJ1290331
Database: ERIC
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  Data: Indiana University. 107 South Indiana Avenue, Bryan Hall 203B, Bloomington, IN 47405. Tel: 317-274-5647; Fax: 317-278-2360; e-mail: josotl@iu.edu; Web site: https://scholarworks.iu.edu/journals/index.php/jotlt
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  Data: An exam wrapper is a reflective exercise completed after an exam, designed to help foster students' metacognition and self-regulation. Typical exam wrappers ask students how they studied, what they missed and why, and how they would change their study behaviors to improve on the next exam. In small classes, exam wrappers can be administered as paper documents, with instructors providing feedback in writing or through one-on-one appointments. In large classes, however, this approach can be unrealistically time consuming. In this article, we describe the design and use, in a large introductory chemistry course, of an online exam wrapper administered using our institutional learning management system's test tool. This tool allows the instructor to provide automated, targeted feedback based on students' responses. We analyzed the effect of this tool on students' course outcomes and on their metacognitive awareness as measured by the Metacognitive Awareness Inventory (MAI). For first-year students, despite low completion rates of the wrapper, course grade was significantly related to exam wrapper use, independent of several academic variables. MAI scores were not related to exam wrapper use. We discuss the effect of multiple metacognitive awareness opportunities provided by the instructor, including the exam wrapper, on students' performance in the chemistry course. In large courses such as this, the success of this online exam wrapper may depend on providing both incentives for students to complete it and additional support for students to develop the metacognitive awareness to appreciate its value.
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      – Text: English
    PhysicalDescription:
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        PageCount: 13
        StartPage: 79
    Subjects:
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Feedback (Response)
        Type: general
      – SubjectFull: Integrated Learning Systems
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      – SubjectFull: Measures (Individuals)
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      – SubjectFull: Chemistry
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      – SubjectFull: Science Instruction
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      – SubjectFull: Large Group Instruction
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      – SubjectFull: Study Habits
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      – SubjectFull: Behavior Change
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      – SubjectFull: Science Tests
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      – SubjectFull: Computer Assisted Testing
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      – SubjectFull: Teacher Student Relationship
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      – SubjectFull: Introductory Courses
        Type: general
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      – TitleFull: Using a Learning Management System for Exam Wrapper Feedback to Prompt Metacognitive Awareness in Large Courses
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