The effects of metacognition and standards-based grading on student achievement and perception in high school chemistry
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Date
2019
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Montana State University - Bozeman, College of Letters & Science
Abstract
In 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.