Presented by Ashley Castleberry, Assistant Professor and Director of Assessment, University of Arkansas for Medical Sciences College of Pharmacy Metacognition is an educational word that put simply, is thinking about thinking. Many accreditation standards require schools to develop and assess this skill in students, but this thought can be overwhelming. How can you assess thinking? This session will answer the following questions about metacognition: What is it? Why is it important? How can we assess it? How can I use ExamSoft to encourage it? Participants will leave this session with tools to develop and assess this skill in students to help with remediation.

1. GETTING STUDENTS TO
THINK ABOUT THEIR THINKING
USING EXAMSOFT FEATURES
Ashley Castleberry, PharmD, MAEd
University of Arkansas for Medical Sciences
College of Pharmacy

2. SessionLearningOutcomes:
1) Define metacognition.
2) Explain the importance of metacognition in remediation.
3) Identify ExamSoft tools to measure student metacognition.
4) Adapt metacognitive tools to help remediate students.

3. Metacognition
• Knowledge and cognition about cognitive phenomena
• Thinking about thinking
• Higher order cognition that regulates thinking
• 3 Self-Assessment Skills
Plan
MonitorEvaluate

4. Whyisitsoimportant?
• Guide learning strategies
• Improve student performance
• Development of critical thinking
• Development life-long learning
• Many accreditation standards require schools to develop and
assess this skill in students

5. HowcanweenhanceMetacognition?
• Teaching Methods
• LearningObjectives
• Activate Prior Knowledge
• Outline Studying Process
• Chunking Material
• Increasing Difficulty
• Assessment Methods
• Checklists / Rubrics
• Assessment Questionnaires

6. HowcanIuseExamSofttoencourage
MetacognitioninmyStudents?
• Exam Reviews
• Strengths and Opportunities Report
• Student Notes and Feedback Box
• Rubrics

7. ExamReviews
• As group or individual
• Delayed or immediate
• Delays in feedback can enhance learning
• Rationales
• Reflection
• What were your assumptions about this item?
• What are some alternative ways to approach this question?
• What piece of knowledge were you missing?

8. Pellissippi State Community College

9. EXAM REVIEWS
What does this look like in ExamSoft?

16. HowcanIuseExamSofttoencourage
MetacognitioninmyStudents?
• Exam Reviews
• Strengths and Opportunities Report
• Student Notes and Feedback Box
• Rubrics

17. • Useful categories
• Consistent mapping
across courses
• Require reflection
• What went well? Why?
• What can improve? How?
StrengthsandOpportunitiesReport

19. STRENGTHS & OPPORTUNITIES REPORT
What does this look like in ExamSoft?

26. HowcanIuseExamSofttoencourage
MetacognitioninmyStudents?
• Exam Reviews
• Strengths and Opportunities Report
• Student Notes and Feedback Box
• Rubrics

27. StudentNotes&FeedbackBox
• Allows monitoring of thinking during the exam
• Tool for reflection during exam review
• Instructor feedback
• Tool for marking possible incorrect items

28. STUDENT NOTES & FEEDBACK BOX
What does this look like in ExamSoft?

30. StudentView

31. StudentView

34. Additional Feature: Export to Excel

35. HowcanIuseExamSofttoencourage
MetacognitioninmyStudents?
• Exam Reviews
• Strengths and Opportunities Report
• Student Notes and Feedback Box
• Rubrics

36. Rubrics
• Capture reflective exercises
• Distribute rubric at assignment introduction
• Train students how to use the rubric
• Carefully write descriptors for each level
• Use and Revise
• Yourself
• Colleague
• Students

37. RUBRICS
What does this look like in ExamSoft?

38. TherapeuticsRecitation

39. TherapeuticsRecitation

40. HowcanIuseExamSofttoencourage
MetacognitioninmyStudents?
• Exam Reviews
• Strengths and Opportunities Report
• Student Notes and Feedback Box
• Rubrics

41. METACOGNITIONTOOLKIT
Adam Persky, PhD
Melissa Medina, EdD
Ashley Castleberry, PharmD, MAEd

45. QUESTIONS?

46. ASHLEY CASTLEBERRY
University of Arkansas for Medical Sciences
College of Pharmacy
ancastleberry@uams.edu