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Abstract Title: Assessment preparation: Impacts of explicit reflection prompts on learning
Abstract: This research study addresses urban high school students' struggles with preparing for assessments.  In this study, students completed a questionnaire immediately following all quizzes and tests reflecting on several aspects of test preparation: how well they thought they did and why, how they knew what to study, what specific activities helped them prepare for the assessment, and what they will do differently to prepare for the next assessment.  Responses were analyzed for patterns in student language and metacognitive statements, examining trends in both individual students and classes over time. Responses were also correlated to assessment data and changes in instructional strategies.  Results from this study provide insight into what students do to prepare for a quiz or test, and also reveal trends in how students interpret the purpose of reflective activities.
Abstract Type: Contributed Poster

Author/Organizer Information

Primary Contact: Emily Quinty
University of Colorado at Boulder
600 W 123rd Ave #4211
Westminster, CO 80234
Phone: 720-309-2683