Abstract
A study investigating students' self-assessed understanding has implications for your practice. Students need to know how well they are performing in classroom tasks. This ability is very helpful, for example, when deciding what topic to focus on during study time or how long to spend studying each topic. A recent study investigated the factors that most greatly affect students' self-assessments of their understanding in a chemistry classroom. This article takes a look at what strategies are useful and what approaches do not improve a student’s understanding of their performance.
| Original language | English |
|---|---|
| Number of pages | 3 |
| Specialist publication | Education in Chemistry |
| Publication status | Published - 27 Jul 2021 |
Keywords
- students
- self-assessment
- classroom tasks
- students' understanding
- performance
- chemistry education
- developing teaching practice
- education research
- evidence-based teaching
- higher-order thinking and metacognition
- professional development
- study skills