View in EDS

Knowledge Surveys: An Effective and Robust Student Self-Assessment and Learning Tool

Saved in:
Bibliographic Details
Title: Knowledge Surveys: An Effective and Robust Student Self-Assessment and Learning Tool
Language: English
Authors: Joel Sloan, Timothy Frank, Lauren Scharff, Karin Becker
Source: Teaching & Learning Inquiry. 2025 13.
Availability: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
Peer Reviewed: Y
Page Count: 20
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Evaluation, Self Evaluation (Individuals), Knowledge Level, Learning Objectives, Engineering Education, Undergraduate Students, Civil Engineering, Majors (Students), Metacognition, Independent Study, Study Skills, Scores, Student Surveys, Educational Benefits, Program Effectiveness
ISSN: 2167-4779
2167-4787
Abstract: Knowledge surveys (KS) are a student self-assessment tool consisting of an ability statement for each learning objective in a course. Students respond by rating their confidence in performing a specified skill. Pre-unit KS transparently communicate learning objectives, alert faculty to self-assessed knowledge and skills students possess as they enter a unit of instruction and support metacognitive learning through the unit's lessons and activities. Postunit KS allow comparison of student self-assessed learning with faculty assessments of student learning, providing feedback to support continued development of self-assessment skills, as well as metacognitive and self-regulated learning skills. This study synthesizes several semesters of KS implementation across six different engineering courses, taught by six instructors utilizing multiple assessment types (exams, technical writing, design projects) and delivery modes (in person, hybrid, online). Results indicate that student KS scores aligned with faculty assessments, and alignment improved with cycles of performance and feedback in a subset of courses with similar assessment types. Student feedback indicates value in KS as a learning guide and as a helpful addition to these courses for learning and self-assessment, with student quotes demonstrating positive student learning practices and evidence of metacognitive thinking. Faculty find KS easily manageable; they also appreciate how KS help maximize alignment within their courses and provide additional data to support student learning. Knowledge surveys are thus an effective, robust, and relatively easy-to-implement method to systematically incorporate a self-assessment component into a variety of courses.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1490239
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1490239
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1490239
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Knowledge Surveys: An Effective and Robust Student Self-Assessment and Learning Tool
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Joel+Sloan%22">Joel Sloan</searchLink><br /><searchLink fieldCode="AR" term="%22Timothy+Frank%22">Timothy Frank</searchLink><br /><searchLink fieldCode="AR" term="%22Lauren+Scharff%22">Lauren Scharff</searchLink><br /><searchLink fieldCode="AR" term="%22Karin+Becker%22">Karin Becker</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Teaching+%26+Learning+Inquiry%22"><i>Teaching & Learning Inquiry</i></searchLink>. 2025 13.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: University of Calgary. Libraries & Cultural Resources, 410 University Court NW, Calgary, Alberta, T2N 1N4, Canada. Tel: 403-220-7175; e-mail: TLI@ucalgary.ca; Web site: https://journalhosting.ucalgary.ca/index.php/TLI/index
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 20
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2025
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Evaluation+%28Individuals%29%22">Self Evaluation (Individuals)</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Objectives%22">Learning Objectives</searchLink><br /><searchLink fieldCode="DE" term="%22Engineering+Education%22">Engineering Education</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Civil+Engineering%22">Civil Engineering</searchLink><br /><searchLink fieldCode="DE" term="%22Majors+%28Students%29%22">Majors (Students)</searchLink><br /><searchLink fieldCode="DE" term="%22Metacognition%22">Metacognition</searchLink><br /><searchLink fieldCode="DE" term="%22Independent+Study%22">Independent Study</searchLink><br /><searchLink fieldCode="DE" term="%22Study+Skills%22">Study Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Surveys%22">Student Surveys</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Benefits%22">Educational Benefits</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Effectiveness%22">Program Effectiveness</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2167-4779<br />2167-4787
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Knowledge surveys (KS) are a student self-assessment tool consisting of an ability statement for each learning objective in a course. Students respond by rating their confidence in performing a specified skill. Pre-unit KS transparently communicate learning objectives, alert faculty to self-assessed knowledge and skills students possess as they enter a unit of instruction and support metacognitive learning through the unit's lessons and activities. Postunit KS allow comparison of student self-assessed learning with faculty assessments of student learning, providing feedback to support continued development of self-assessment skills, as well as metacognitive and self-regulated learning skills. This study synthesizes several semesters of KS implementation across six different engineering courses, taught by six instructors utilizing multiple assessment types (exams, technical writing, design projects) and delivery modes (in person, hybrid, online). Results indicate that student KS scores aligned with faculty assessments, and alignment improved with cycles of performance and feedback in a subset of courses with similar assessment types. Student feedback indicates value in KS as a learning guide and as a helpful addition to these courses for learning and self-assessment, with student quotes demonstrating positive student learning practices and evidence of metacognitive thinking. Faculty find KS easily manageable; they also appreciate how KS help maximize alignment within their courses and provide additional data to support student learning. Knowledge surveys are thus an effective, robust, and relatively easy-to-implement method to systematically incorporate a self-assessment component into a variety of courses.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1490239
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1490239
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 20
    Subjects:
      – SubjectFull: Student Evaluation
        Type: general
      – SubjectFull: Self Evaluation (Individuals)
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: Learning Objectives
        Type: general
      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Civil Engineering
        Type: general
      – SubjectFull: Majors (Students)
        Type: general
      – SubjectFull: Metacognition
        Type: general
      – SubjectFull: Independent Study
        Type: general
      – SubjectFull: Study Skills
        Type: general
      – SubjectFull: Scores
        Type: general
      – SubjectFull: Student Surveys
        Type: general
      – SubjectFull: Educational Benefits
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
    Titles:
      – TitleFull: Knowledge Surveys: An Effective and Robust Student Self-Assessment and Learning Tool
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Joel Sloan
      – PersonEntity:
          Name:
            NameFull: Timothy Frank
      – PersonEntity:
          Name:
            NameFull: Lauren Scharff
      – PersonEntity:
          Name:
            NameFull: Karin Becker
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2025
          Identifiers:
            – Type: issn-print
              Value: 2167-4779
            – Type: issn-electronic
              Value: 2167-4787
          Numbering:
            – Type: volume
              Value: 13
          Titles:
            – TitleFull: Teaching & Learning Inquiry
              Type: main
ResultId 1