Metacognition

Metacognition: The effect of self-assessment/self-grading on student performance

Self assessment and metacognition effect on accelerating student learning. Read More


The Teenage Mind and Naiku

In the October, 2011 issue of National Geographic, David Dobbs explains what’s happening in the brains of 12 – 25 year-olds. His observations are based on a National Institutes of Health (NIH) project that studied over a hundred young people as they grew up during the 1990s . The study provides some rationale for why teenagers act the way they do. Understanding how a students’ brain works is key to engaging students in learning. Naiku is a way for teachers to connect with students the way they learn, an  opportunity to be more effective teachers. … Read More


Two Stages of Metacognition: Prediction and Reflection

In Naiku, metacognition is a big deal! I often wonder how  metacognition came to play such an important role in the Naiku Assessment Platform. Is it because I spent roughly two years doing research on the feeling-of-knowing, an important metacognitive decision-making process (Nhouyvanisvong & Reder, 1998) as a psychology graduate student at Carnegie Mellon University and have subconsciously advocated for its inclusion in our assessment software? Or is it because metacognition, when students engage in these regulatory thinking processes, plays an important role in changing testing moments to learning moments (i.e., changing … Read More


Reflection on the MASA Conference

Last week, I attended the Minnesota Association of School Administrators (MASA) Fall Conference up in Duluth, Minnesota. The weather could not have been more perfect. We started the conference with a golf tournament to benefit the MASA Foundation. It was a great afternoon of golf to benefit a great foundation. One of the highlights of the conference was the opening keynote address by Dr. Yong Zhao, Presidential Chair and Associate Dean for Global Education, College of Education at the University of Oregon, where he also serves as the director of the Center … Read More


Student Reflection: “It’s like a game”

I’ve written about the importance and benefits of student reflection in the testing/learning process before. Reflection is a great way to engage students in metacognition. But basically, it’s a fun way for students to give feedback to their teachers. At least, that’s what third graders tell me. Recently, I had the opportunity to observe third graders take their first test on the Naiku system. Taking tests on computers was not new to these students. So, they went about it in their usual fashion. They worked diligently and tried their best, as … Read More


The Importance of Student Reflection

Student Reflection When I do professional development for teachers and administrators on how to incorporate Naiku into their formative assessment practice, the part that gets them most excited is when I talk about student reflection. Merriam-Webster.com defines reflection as “a thought, idea, or opinion formed or a remark made as a result of meditation.” Here, I define reflection as a process by which students engage in metacogntive thinking about what they have done, what they are doing, and what they will do in the future. This type of thinking helps students … Read More


Formative Assessment

In recent years, formative assessment has been the “it” topic in education. It is what everyone is talking about. It is what everyone is trying to implement. It is what many have hailed as the way to save our schools. Why is it so important? In the simplest of terms, it works! Students learn! The practice of formative assessment is shown to produce substantial learning gains for students. Paul Black and Dylan Wiliam in 1998 brought about this re-emergence of formative assessment as an effective instructional practice in their review paper on the practice and effectiveness of formative … Read More



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