Chairperson, Graduate Committee: Greg FrancisWunderlich, Katrina M.2020-05-052020-05-052019https://scholarworks.montana.edu/handle/1/15710In this study, students in a first-year high school chemistry class were introduced to assignments designed to increase metacognition. Students were also assessed using standards-based grades rather than a traditional system to better align course content to enhance metacognitive abilities. Student pre- and post-surveys, teacher and student reflections, and student interviews were used to analyze treatment. Results suggest that the majority of students experienced increased understanding of expectations, greater control over grades, and a stronger focus on learning.enChemistryHigh school studentsGrading and marking (Students)MetacognitionAcademic achievementProfessional PaperCopyright 2019 by Katrina M. Wunderlich