2025 ASEE Annual Conference & Exposition

The ability to monitor and assess one’s own knowledge and skills plays a pivotal role in learning (1). Several have previously described the beneficial effect of this type of metacognitive tool through interventions such as exam wrappers, reflections and self-surveys (1-3). Unfortunately, bioengineering curricula do not give students sufficient practice developing these tools. For many students, it can be easy to fall into the trap of implementing ineffective learning strategies repeatedly without changes in outcome. A self-evaluation can be an obstacle for many students (4).

Allowing students to make errors and then reflect on why these occurred has been shown to positively impact learning (5). By articulating the “whys” and “hows” of errors and finding gaps in thought processes and/or incorrect learnings, students can refine their understanding of course content. In this study, we hypothesize that the use of metacognitive tools such as exam error classification and progress planning in a sophomore level core curriculum physiology course will lead to more deep/strategic learning and engagement (as opposed to superficial/apathetic learning engagement). Furthermore, the evolution of perceived student strengths and weaknesses and clarity of action plans can be informative in assessing the depth of reflection and ability to self-correct.

A pilot version of this study was completed last spring in a sophomore level bioengineering systems physiology course of 41 students. The metacognitive error classification and reflection extra credit assignment was completed after exams 1 and 2 with students providing detail on their study plan, how the plan evolved, its benefits and whether they found the act of reflection of error types and strategies beneficial towards their exam performance. Forty students completed the assignment after exam 1 and 37 fully completed it after exam 2. The majority of the students (22% strongly agree/59% agree) found the assignment to be beneficial in their exam performance (16% neutral, 3% disagree). Survey results revealed that students that improved their exam scores from exam 1 to exam 2 focused on lapses in learning during their studying, adapting their studying plan for a more effective use of time. Students overall reported struggles with test-taking, following through with plans and time constraints as common obstacles in performing well on exams. Finally, many students clearly articulated the effect of changes in their plan and strengths they observed in their own performance and understanding.

Development of a metacognition skillset has the potential to improve course-specific performance for students and impact the overall student experience. Furthermore, the error classification and reflection survey data can also help the instructor better communicate and assess the course material.

1. National Research Council. 2001.
2. Perry. 2018.
3. Stanton. 2021.
4. Zhao et al. 2014.
5. Saenz. 2019.