Pharmacy Students' Ability to Think About Thinking
Pharmacy Students' Ability to Think About Thinking
复制标题
DOI：
10.5688/ajpe788148
复制
发表时间：
2014-01-01
影响因子：
3.3
通讯作者：
Stowe, Cindy D.
中科院分区：
文献类型：
--
作者：
Schneider, Eric F.;Castleberry, Ashley N.;Stowe, Cindy D.
Objective.目的：调查学生区分已知和未知的元认知能力，评估学生对终结性考试成绩的预测能力，并将学生识别的错题与实际考试成绩进行比较，以提高考试质量。学生完成了一份测试问卷，确定被认为是不正确的项目，并评估他们的测试能力。成绩好的学生通过更准确地识别考试中的错误项目证明了更好的元认知技能。大多数学生（86%）低估了他们在总结性考试中的表现（实际= 73.6 +/- 7.1 vs预测= 63.7 +/- 10.5，p < 0.05）。学生的反应有助于细化项目，并导致考试的变化。元认知对药学专业学生终身学习能力的培养具有重要意义。学生能够监控他们知道什么和不知道什么可以提高他们的表现。
Objective. To investigate students' metacognitive skills to distinguish what they know from what they do not know, to assess students' prediction of performance on a summative examination, and to compare student-identified incorrect questions with actual examination performance in order to improve exam quality.Methods. Students completed a test-taking questionnaire identifying items perceived to be incorrect and rating their test-taking ability.Results. Higher performing students evidenced better metacognitive skills by more accurately identifying incorrect items on the exam. Most students (86%) underpredicted their performance on the summative examination (actual = 73.6 +/- 7.1 versus predicted = 63.7 +/- 10.5, p < 0.05). Student responses helped refine items and resulted in examination changes.Conclusion. Metacognition is important to the development of life-long learning in pharmacy students. Students able to monitor what they know and what they do not know can improve their performance.