ASSESSMENT, EVALUATION, METACOGNITION, AND GRADING IN POGIL

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

Abstract

POGIL activities are not designed to be graded as assessments; rather, they are intended as learning tools. Assessment improves retention by focusing the learner's attention on pertinent content and concepts, consolidating learning, and providing practice. Multiple assessment formats are used and are built around interesting and real-world problems. Assessment for learning is a process that most instructors do reflexively. Monitoring knowledge is the foundation of metacognition and the higher-level metacognitive skills: Selecting strategies, evaluating learning, planning, and controlling require accurate knowledge monitoring. Self-observation and reflection are critical in developing and improving metacognitive skills. Individual and team accountability can be encouraged by assessing, evaluating, and grading teamwork and team contributions. Scaffolding peer assessment and evaluation is necessary to help students develop confidence and skill. High-stakes assessments, such as exams, can also be used to support the importance of effective teamwork by rooting exam questions in the type of thinking required by POGIL activities.

Original languageEnglish
Title of host publicationPOGIL
Subtitle of host publicationAn Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners
PublisherTaylor and Francis
Pages215-230
Number of pages16
ISBN (Electronic)9781000976151
ISBN (Print)9781620365434
DOIs
StatePublished - 1 Jan 2023

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