Toward Assessing Metacognition in Geoscience - with an Emphasis on the FieldContributors: Francis Jones, Jen Sablock, Jimm Myers, Matthew Ludwig, Suzanne O'Connell and Peter Lea
Observe student teaching someone else
Prompts and responses throughout experience
Think aloud/interview/observation of field work
Analysis of map, notes or other products
Holistic evaluation by an expert (e.g. professor)
Checklist used throughout observation with place to explicate why a decision was made. Response to scenario perhaps used as pre-post or through time.
Our First Specific Example
Context: a first time field experience for novice geoscience students with task of mapping a simple structure.
Goal: To develop expert-like habits of periodic strategic reflection during field mapping in novice geoscience students.
Assessment: Students will be required to respond to a series of predetermined prompts regarding their metacognitive processes.
- What was my model?
- What have I observed that has supported or conflicted with my model(s)?
- What questions does that answer?
- What new questions does that produce?
- What do I do next?
- Why? (balancing time, safety)
- What can wait until later?