Assessment, Evaluation, Metacognition, and Grading in POGIL

Shawn R. Simonson

Assessment, Evaluation, Metacognition, and Grading in POGIL

Shawn R. Simonson

Kinesiology Department

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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Abstract

I truly believe no matter the level of student, all students can participate and learn in this form. Set your expectations that all students can learn this way and don't underestimate them. By doing POGIL you can actually see your students learning and it is wonderful!

—A POGIL practitioner

How does POGIL fit inro grading schemes for assignments, tests, and the course? POGIL activities are not designed robe graded as assessments; rather, they are intended as learning tools. However, one of the principle process skills targeted by POGIL is assessment—specifically self-assessment. Thus, much of the grading and assessment in a POGIL classroom helps students learn how to self-assess (metacognition) and, in turn, self-regulate. The instructor must model how to self-assess and emphasize its importance. Assessment is also more meaningful when it occurs in proximity to the learning. Common tools to accomplish this are enhancing metacognition, creating individual and group accountability via grading group work and peer grading, and frequent formative assessments.

Original language	American English
Title of host publication	POGIL: An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners
State	Published - 1 Jan 2019

EGS Disciplines

Kinesiology

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title = "Assessment, Evaluation, Metacognition, and Grading in POGIL",

abstract = " I truly believe no matter the level of student, all students can participate and learn in this form. Set your expectations that all students can learn this way and don't underestimate them. By doing POGIL you can actually see your students learning and it is wonderful! —A POGIL practitioner How does POGIL fit inro grading schemes for assignments, tests, and the course? POGIL activities are not designed robe graded as assessments; rather, they are intended as learning tools. However, one of the principle process skills targeted by POGIL is assessment—specifically self-assessment. Thus, much of the grading and assessment in a POGIL classroom helps students learn how to self-assess (metacognition) and, in turn, self-regulate. The instructor must model how to self-assess and emphasize its importance. Assessment is also more meaningful when it occurs in proximity to the learning. Common tools to accomplish this are enhancing metacognition, creating individual and group accountability via grading group work and peer grading, and frequent formative assessments.",

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N2 - I truly believe no matter the level of student, all students can participate and learn in this form. Set your expectations that all students can learn this way and don't underestimate them. By doing POGIL you can actually see your students learning and it is wonderful! —A POGIL practitioner How does POGIL fit inro grading schemes for assignments, tests, and the course? POGIL activities are not designed robe graded as assessments; rather, they are intended as learning tools. However, one of the principle process skills targeted by POGIL is assessment—specifically self-assessment. Thus, much of the grading and assessment in a POGIL classroom helps students learn how to self-assess (metacognition) and, in turn, self-regulate. The instructor must model how to self-assess and emphasize its importance. Assessment is also more meaningful when it occurs in proximity to the learning. Common tools to accomplish this are enhancing metacognition, creating individual and group accountability via grading group work and peer grading, and frequent formative assessments.

AB - I truly believe no matter the level of student, all students can participate and learn in this form. Set your expectations that all students can learn this way and don't underestimate them. By doing POGIL you can actually see your students learning and it is wonderful! —A POGIL practitioner How does POGIL fit inro grading schemes for assignments, tests, and the course? POGIL activities are not designed robe graded as assessments; rather, they are intended as learning tools. However, one of the principle process skills targeted by POGIL is assessment—specifically self-assessment. Thus, much of the grading and assessment in a POGIL classroom helps students learn how to self-assess (metacognition) and, in turn, self-regulate. The instructor must model how to self-assess and emphasize its importance. Assessment is also more meaningful when it occurs in proximity to the learning. Common tools to accomplish this are enhancing metacognition, creating individual and group accountability via grading group work and peer grading, and frequent formative assessments.

UR - https://scholarworks.boisestate.edu/kinesiology_facpubs/178

M3 - Chapter

BT - POGIL: An Introduction to Process Oriented Guided Inquiry Learning for Those Who Wish to Empower Learners

ER -

Assessment, Evaluation, Metacognition, and Grading in POGIL

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