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Detailed Assessment Feedback Bibliography

Table of contents
  1. 1.  
  2. 2. Reflective Bibliography

(Because I am focusing on a different project right now - the role of detailed feedback in assessment - I'm going to create a new bibliography here)

Bailin, S. (2002). Critical thinking and science education. Science & Education,11(4), 361-375.

Detailed critque of the term "critical thinking".  This paper emphasizes the link between content and thinking skills.  Bailin provides a framework for critical thinking focused on criteria, concepts and habits of mind.  The paper also provides specific examples in the context of science education.

Crowe, A., Dirks, C., & Wenderoth, M. P. (2008). Biology in Bloom: Implementing Bloom’s Taxonomy to Enhance Student Learning in Biology.CBE Life Sciences Education7(4), 368–381. doi:10.1187/cbe.08-05-0024

This artice outlines the Blooming Biology Tool (BBT) which guided how questions were "bloomed" on my assessment.  It also provides the Bloom's-based Learning Activities for Students (BLASt) which describes study strategies.  The paper is the main impetus for my current research so the background and applications provided here are particularly applicable to my work.

Coutinho, S. A. (2007). The relationship between goals, metacognition, and academic success. Educate~7(1), 39-47.  

This study looks at the relationhip between goal orientation, metacognition and academic success (as measured by GPA) in the college classroom.  The researchers found that performance goals had no relationship with success, while students with mastery goals had higher metacognition and better success.

Pintrich, P. R. (2002). The role of metacognitive knowledge in learning, teaching, and assessing. Theory into practice41(4), 219-225.

Discusses metacognition in the context of Revised Blooms.   This paper discusses how metacognitive knowledge can influence student strategies for learning and studying.  Provides general summary.  Stresses the importance of being explicit with the students.

Scouller, K. (1998). The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay.Higher Education35(4), 453-472.

A comparison of the use of multiple choice questions (MCQs) and essay assignments, and their links to superficial and deep study strategies.  The background information relates the study habits of the students to their perception of the assessments (based on Bloom's).  The work also includes student attitudes about different study and assessment methods.   (cites Biggs work in Study Process)

Books waiting to obtain:

Anderson, L. W., Krathwohl, D. R., Airasian, P. W., Cruikshank, K. A., Mayer, R. E., Pintrich, P. R., ... & Wittrock, M. C. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives, abridged edition. White Plains, NY: Longman.

Bloom, B. S., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain.

 

 

Reflective Bibliography

 

Anderson, D., Nashon, S. M., & Thomas, G. P. (2009). Evolution of research methods for probing and understanding metacognition. Research in Science Education, 39(2), 181-195. doi: 10.1007/s11165-007-9078-1 

This article describes the process of developing, analyzing, and modifying methods to understand student metacognition.  The research questions were similar to those of this study. (“What is the nature of metacognition evident among students …?” and “How does students’ metacognition change as their learning … is recontextualized in and beyond the classroom?”)  This article can serve as a model for developing the analysis to be applied to my data set, as it does seem like a potentially applicable analysis. 

Biggs, J. (1979). Individual differences in study processes and the quality of learning outcomes. Higher education8(4), 381-394.

Chew, S. L. (2010). Improving classroom performance by challenging student misconceptions about learning. APS Observer, 23.4. 

This article providesthe methodology for an in-class lecture and student activity focused on deep learning.  This activity is a critical component of the meta-learning module of my course, and serves as an excellent demonstration for student reflection.  In addition to providing the instructions for the student activity, the article includes background information about misconceptions related to student learning and has a useful list of references on this topic. 

Larrivee, B. (2008). Development of a tool to assess teachers’ level of reflective practice. Reflective practice9(3), 341-360. doi: 10.1080/14623940802207451 

This article is specifically about designing an instrument to assess reflection in student teachers.  However, it is particularly applicable to my own research because they provide a framework for evaluating levels of reflection ranging from “level 1 – pre-reflection” to “level 4 – critical reflection.”  Their survey could also be potentially applied to qualitatively analyze the reflective assignments in my data set. 

Lin, X. (2001). Designing metacognitive activities. Educational Technology Research and Development49(2), 23-40. doi: 10.1007/BF02504926 

This article considers two approaches to incorporating metacognitive activities into learning.  The author provides a framework for analyzing metacognitive interventions and provides examples of analysis.  Instructional approaches are broken into “strategy training” and “creating social support” categories, while knowledge in divided into “domain-specific knowledge” and “knowledge of self as learner”.  This framework may be applicable to my data set.  

Parry, D., Walsh, C., Larsen, C., & Hogan, J. (2012). Reflective Practice: a place in enhancing learning in the undergraduate bioscience teaching laboratory?. Bioscience Education, (19). doi: 10.11120/beej.2012.19000004 

This article sought to determine if modifying the lab report write-up in a life science course could enhance reflective practice and deep learning in the class.  As part of their analysis, they included a focus group to identify attitudes toward reflective practice.  The focus group was analyzed via qualitative methods. These qualitative methods may be applicable to the data collected for my project. 

Tanner, K. D. (2012). Promoting student metacognition. CBE-Life Sciences Education, 11(2), 113-120. doi: 10.1187/cbe.12-03-0033 

This article explicitly lays out ways to incorporate metacognition into the biology classroom.  It describes the background behind some of the activities included in my own classroom, and also includes a table of self-questions to promote metacognition that I provide to my students.  In addition to providing many ways to incorporate metacognition into both student learning and teacher planning, the article provides lots of references related to metacognition in the classroom.  Entertainingly, the author also ends the article with a series of reflective questions for thinking about the article itself J 

Wirth, K. R., & Perkins, D. (2008) Learning to Learn. Retrieved from Macalester College, Department of Biology website: http://www.macalester.edu/academics/geology/wirth/learning.pdf 

This review article served as the impetus for the reflective learning project.  The authors reference (revised) Bloom’s levels of thinking, Fink’s categories of significant learning, and Kolb’s learning cycle, and their roles in improving students’ own learning, among other resources  The authors also discuss critical thinking, including a guideline for developing reasoning, and the role of metacognition.  The document serves as a summary about learning, and serves a background and motivation for my study. 

Foundational Background Sources: (Still need to acquire and read) 

Dewey, J. (1933) How we think: a restatement of the relation of reflective thinking to the educative process. Boston, MA: Heath and Company. 

Flavell, J. H. (1976). Metacognitive aspects of problem solving. The nature of intelligence12, 231-235. 

Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American psychologist34(10), 906. 

Articles I have requested but am still waiting for (have only seen abstracts): 

Mortari, L. (2012). Learning thoughtful reflection in teacher education. Teachers and Teaching, 18(5), 525-545. 

I am hoping that this paper may contain qualitative methods applicable to my data set. 

Edwards, G., & Thomas, G. (2010). Can reflective practice be taught? Educational Studies36(4), 403-414. 

 

Seems relevant to my research question.  The author concludes that reflective practice can be taught and provides some best practices. 

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