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Abstract Title: Student Self-Assessment and Reflection in a Learner Controlled Environment
Abstract: Students who successfully engage in self-regulated learning, are able to plan their own studying, monitoring their progress and make any necessary adjustments based upon the data and feedback they gather.  In order to promote this type of independent learning, a recent introductory mechanics course was modified such that the homework and tests emphasized the planning, monitoring and adjusting of self-regulated learning.  Students were able to choose many of their own out-of-class learning activities.  Rather than collecting daily or weekly problem set solutions, assignments were mostly progress reports where students reported which activities they had attempted, self-assessment of their progress and plans for their next study session.  Tests included wrappers where students were asked to reflect on their mistakes and plans for improvement.  While many students only engaged superficially the independent aspects of the course, some did demonstrate evidence of self-regulation.  Examples of student work will be presented.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Jeffrey A. Phillips
Loyola Marymount University
1 LMU Drive; 106 Seaver Science Hall
Los Angeles, CA 90045
Phone: (310) 338-7811

Contributed Poster

Contributed Poster: Download the Contributed Poster