METACOGNITION: EXPLORING FORMATIVE TESTING IN SELFREGULATED LEARNING

Abstract

Introduction Metacognition is the ability to be aware of and to regulate the cognition process. Self assessment methodologies that give students feedback about their knowledge allow them to plan and adjust learning strategies to achieve their goals. This study aimed to explore how formative testing can be used as an effective strategy of metacognition. Method 162 students assigned to the Pharmacology II course of the Integrated Master in Pharmaceutical Sciences of the Faculty of Pharmacy of the University of Porto, Portugal (4th year, 1st semester). The lectures were mostly expositive and each thematic exposition ended with a single attempt formative test (FT) which provided opportunities for discussion. One week before the final exam, the same FTs were made available to be answered at home, with unlimited attempts. The score obtained in the final exam was correlated with the number of FTs answered, the sum and the mean of the FTs classifications (Pearson's correlation). Results An average of 75 students answered the FTs conducted in classes. A positive correlation was observed between the final exam score and the number of FTs (p<0.01; R= 0.448), the sum of FTs classifications (p<0.01; R=0.509) and the mean of the FTs classifications (p<0.01; R=0.496). When analysing the FTs conducted at home, despite an average of 545 attempts/FT was observed (min=1 and max=26 attempts/student), no correlation between the final exam score and the number of FTs was observed (p=0.706; R=0.029). However, when considering the first attempts of each FT, the final exam score positively correlated with the sum of the FTs classifications (p<0.01; R=0.525) and the mean of the FTs classifications (p<0.01; R=0.454). 99 Conclusions FTs can be an effective metacognitive strategy for engaged students, those with higher class attendance (number of classes FTs) and FTs classifications on the first attempt.