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This practice addresses UNLV students’ need for greater metacognitive awareness. Students often employ memorization as a study strategy when preparing for an exam. This can create an inability to apply the knowledge in a complex or different scenario. We know that “practice retrieving” study activities produce greater gains in meaningful learning (Karpicke 2011) but often students don’t identify a need for a change in study habits and a deeper level of understanding, especially if their exam score is considered passing.
UNLV Best Teaching Practices Expo 2019
Cognition and Perception | Curriculum and Instruction | Educational Assessment, Evaluation, and Research | Educational Methods
Barrett, Tiffany, "Categorization of Exam Questions to Improve Metacognition" (2019). UNLV Best Teaching Practices Expo. 52.