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International Journal of Teaching and Learning in Higher Education

Abstract

There is a large body of research on how to improve student learning through active learning and metacognition. However, without well-structured guidelines, students do not tend to actively engage with the taught material, peers, and the instructor at a desirable metacognitive level (Deslauriers et al., 2019). To address this problem, a research-driven assessment structure is integrated into a nontraditional course called “Methods for Mathematical Problem Solving” (M2PS). Methods for Mathematical Problem Solving was designed by the author to teach students effective study principles stemming from cognitive science. The assessments include synchronous check for understanding (CFU) assignments to further investigate the taught material through reading assignments and reflective writings, followed by asynchronous quiz reinforcements, and concluded with journaling to ensure successful implementation of the principles into study schedules. This cycle of learning and implementation is carried throughout the 7 weeks of this hybrid course. The classroom culture, grounded on metacognition and active learning, is purposefully modeled by the instructor. In this article, we focus on a sample of assessments that are tailored to enhancing active learning and metacognitive skills. Assessments are employed in a low-stakes, distributed fashion to reduce anxiety over a curriculum built on an abundance of theoretical and empirical research. These assessments can be easily adopted into traditional classrooms with instructors’ deliberate efforts. The purpose of creating these assessments is to improve student learning outcomes by instilling metacognitive skills while turning on the “active learning” mode. The end-of-course celebratory event signified the importance of developing this course, specifically for first-year undergraduates.

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