Metacognition in action
Secondary case study: an approach for long answer tasks in Science
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by Huntington Research School
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As a psychologist, I am fascinated by ‘the overconfidence effect’, which refers to the bias where our subjective confidence in our judgements is greater than the objective accuracy of those judgements. This is an extremely common phenomena and one I experienced myself recently when I attended a Speed Awareness Course. They asked us who thought they were a good driver. Everyone put their hand up (including me!) despite having to attend the course as we had broken the law and driven at what is considered to be a dangerous speed.
This overconfidence effect has been shown in a range of studies using students (Pajares & Kranzler, 1995; Chen, 2003; Bol, Hacker, O’Shea, & Allen, 2005) and it is important for us to consider as the exam season fast approaches and the spotlight is once again being shone on revision.
Almost a year ago my colleague Alex Quigley wrote a great blog about how we need to prompt our students to organise and better manage their revision preparation
I was really keen on the idea of ‘exam wrappers’ and so since then I have tried out various different ways of using these and developing the metacognitive processes of my A level psychology students. Some worked better than others and I am now using the following protocol every time we complete an end of topic test:
Students who are highly metacognitive are able to more accurately determine ‘when they know something’ and when ‘knowledge and understanding is secure’. This enables them to determine how long they should spend on different topics when revising.
However, some students lack this ability and this means that they often select topics to revise which they already have stored in long term memory, predominately because these are usually the ones they like!
Alternatively, they may be over confident and incorrectly believe that they already know a topic which will prevent them from spending sufficient time on revising this topic.
Therefore this process helps students to develop their ‘judgement of knowing,’ an essential skill required for effective revision to take place, as simply being familiar with a topic can convince students they know it well (Finn & Metcalfe, 2014)
Hopefully, by adapting and using this approach we can all help our students to save time (and stress) by targeting their revision sensibly over the coming weeks and months.
Julie Watson @juliewatsonpsy
Memory and Metacognition Lead, Huntington Research School
For more information about our Metacognition and Self-regulated Learning programme please click here: https://huntingtonschool.co.uk/calendar/metacognition-and-self-regulated-learning/.
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