8. Presentation at SoTL July 18,2008

I think you have a tight question and are going to be rolling in data at the end of your course(s)! I am looking forward to hearing the results next year and am already thinking about applications into my courses.

On the "How did you do on the test" survey, I have found students who think they did poorly, usually did well, but fixate on the two questions they really didn't know. Students who don't know the topic don't realize what they don't know and anticipate a higher score.

I like Spencer's idea to have the students create Bloom's questions -- like you added, on a study guide.

I wish you luck in your project! I will look forward to working with you!!

How much will vocabulary influence your student's ability. As you know many presentations of Bloom's match the list of Bloom's level with a list of verbs that demonstrate that level e.g. "compare and contrast", "judge", etc. How are you going to use vocabulary to your advantage? or at least not an impediment. Will your vocabulary be consistent with these external definitions of Bloom "verb"?

I would strongly suggest that you define your "metacognition" so that people value the "novelty" of your research instead of thinking this is already studied.

You can ask them return the exam with an "expected grade"