Using contrasting cases to improve self-assessment in physics learning

References

• Andrade, H. G. (2010). Students as the definitive source of formative assessment: Academic self-assessment and the self-regulation of learning. In H. Andrade & G. Cizek (Eds.), Handbook of formative assessment (pp. 90–105). New York, NY: Routledge.
   Google Scholar
• Andrade, H. L., Du, Y., & Mycek, K. (2010). Rubric-referenced self-assessment and middle school students’ writing. Assessment in Education: Principles, Policy and Practice, 17 (2), 199–214. doi:10.1080/09695941003696172
   Google Scholar
• Azevedo, R. (2005a). Computer environments as metacognitive tools for enhancing learning. Review Literature and Arts of the Americas, 40(4), 193–197. doi:10.1207/s15326985ep4004_1
   Web of Science ®Google Scholar
• Azevedo, R. (2005b). Using hypermedia as a metacognitive tool for enhancing student learning? The role of self-regulated learning. Educational Psychology, 40(4), 199–209. doi:10.1207/s15326985ep4004_2
   Web of Science ®Google Scholar
• Azevedo, R., Cromley, J. G., Winters, F. I., Moos, D. C., & Greene, J. A. (2006). Using computers as metacognitive tools to foster students' self-regulated learning. Technology Instruction Cognition and Learning, 3, 97–104.
   Google Scholar
• Azevedo, R., Greene, J. A., & Moos, D. C. (2007). The effect of a human agent’s external regulation upon college students’ hypermedia learning. Metacognition and Learning, 2(2–3), 67–87. doi:10.1007/s11409-007-9014-9
   Google Scholar
• Bannert, M., & Reimann, P. (2012). Supporting self-regulated hypermedia learning through prompts. Instructional Science, 40(1), 193–211. doi:10.1007/s11251-011-9167-4
   Web of Science ®Google Scholar
• Blumenfeld, P. C., Fishman, B., Krajcik, J., Marx, R., & Soloway, E. (2000). Creating usable innovations in systemic reform: Scaling up technology-embedded project-based science in urban schools. Educational Psychologist, 35(3), 149–164. doi:10.1207/S15326985EP3503_2
   Web of Science ®Google Scholar
• Boud, D. (2013). Enhancing learning through self-assessment. New York, NY: Routledge Falmer, Taylor & Francis Group.
   Google Scholar
• Boud, D., & Falchikov, N. (1989). Quantitative studies of student self-assessment in higher education: A critical analysis of findings. Higher Education, 18(5), 529–549. doi:10.1007/BF00138746
   Web of Science ®Google Scholar
• Bransford, J. D., Franks, J. J., Vye, N. J., & Sherwood, R. D. (1989). New approaches to instruction: Because wisdom can’t be told. In S. Vosniadou & A. Ortony (Eds.), Similarity and analogical reasoning (pp. 470–497). New York, NY: Cambridge University Press.
   Google Scholar
• Brown, A. L. (1987). Metacognition, executive control, self-regulation and other more mysterious mechanisms. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation, and understanding (pp. 65–116). Hillsdale, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Dunlosky, J., & Rawson, K. A. (2012). Overconfidence produce underachievement: Inaccurate self-evaluations undermine students’ learning and retention. Learning and Instruction, 22(4), 271–280. doi:10.1016/j.learninstruc.2011.08.003
   Web of Science ®Google Scholar
• Dunning, D. (2012). Self-insight: Roadblocks and detours on the path to knowing thyself. New York, NY: Psychology Press.
   Google Scholar
• Dunning, D., Heath, C., & Suls, J. M. (2004). Flawed self-assessment implications for health, education, and the workplace. Psychological Science in the Public Interest, 5(3), 69–106. doi:10.1111/j.1529-1006.2004.00018.x
   PubMedGoogle Scholar
• Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(1), 268–291. doi:10.3102/0091732X07309371
   Web of Science ®Google Scholar
• Eva, K. W., & Regehr, G. (2007). Knowing when to look it up: A new conception of self-assessment ability. Academic Medicine, 82(10 Suppl), S81–S84. doi:10.1097/ACM.0b013e31813e6755
   PubMed Web of Science ®Google Scholar
• Fitzgerald, J. T., White, C. B., & Gruppen, L. D. (2003). A longitudinal study of self‐assessment accuracy. Medical Education, 37(7), 645–649. doi:10.1046/j.1365-2923.2003.01567.x
   PubMed Web of Science ®Google Scholar
• Flavell, J. H. (1979). Metacognition and cognitive monitoring: A new area of cognitive–developmental inquiry. American Psychologist, 34(10), 906–911. doi:10.1037/0003-066X.34.10.906
   Web of Science ®Google Scholar
• Fredette, N. & Lochhead, J. (1980). Student conceptions of simple circuits. Physics Teacher, 18, 194–198. doi:10.1119/1.2340470
   Google Scholar
• Galbraith, R., Hawkins, R., & Holmboe, E. (2008). Making self-assessment more effective. Journal of Continuing Education in the Health Professions, 28(1), 20–24. doi:10.1002/chp.151
   PubMed Web of Science ®Google Scholar
• Garner, W. R. (1974). The processing of information and structure. Potomac, MD: Erlbaum.
   Google Scholar
• Gibson, E.J. (1969). Principles of perceptual learning and development. New York, NY: Appleton-Century Crofts.
   Google Scholar
• Gibson, J. J., & Gibson, E. J. (1955). Perceptual learning; differentiation or enrichment? Psychological Review, 62(1), 32–41. doi:10.1037/h0048826
   PubMed Web of Science ®Google Scholar
• Gick, M. L., & Paterson, K. (1992). Do contrasting examples facilitate schema acquisition and analogical transfer? Canadian Journal of Psychology/Revue canadienne de psychologie, 46(4), 539–550. doi:10.1037/h0084333
   Web of Science ®Google Scholar
• Graesser, A. C., McNamara, D. S., & VanLehn, K. (2005). Scaffolding deep comprehension strategies through Point&Query, AutoTutor, and iSTART. Educational Psychologist, 40(4), 225–234. doi:10.1207/s15326985ep4004_4
   Web of Science ®Google Scholar
• Heller, P., Keith, R., & Anderson, S. (1992). Teaching problem solving through cooperative grouping. Part 1: Group versus individual problem solving. American Association of Physics Teachers, 60, 627–636. doi:10.1119/1.17117
   Web of Science ®Google Scholar
• Hestenes, D. (1987). Toward a modeling theory of physics instruction. American Journal of Physics, 55, 440–454. doi:10.1119/1.15129
   Web of Science ®Google Scholar
• Ho, C. M., Leung, A. W. C., Mok, M. M. C. & Cheung, P. (2013). Informing learning and teaching using feedback from assessment data: Hong Kong teachers’ attitudes towards Rasch measurement. In M. Mok (Ed.), Self-directed learning oriented assessments in the Asia-Pacific. Education in the Asia-Pacific region: Issues, concerns and prospects (vol 18, pp. 311–334). Dordrecht, Netherlands: Springer.
   Google Scholar
• Jehanzeb, C. & Skultety, L. (2017). Self-efficacy and literacy: A paired difference approach to estimation of over-/under-confidence in mathematics and science related tasks. Educational Psychology, 37(6), 652–665. doi:10.1080/01443410.2015.1127329
   Web of Science ®Google Scholar
• Karelina, A., & Etkina, E. (2007). Acting like a physicist: Student approach study to experimental design. Physics Education Research, 3(2), 1–12. doi:10.1103/PhysRevSTPER.3.020106
   Web of Science ®Google Scholar
• Keren, G. B. (1987). Facing uncertainty in the game of bridge: A calibration study. Organizational Behavior and Human Decision Processes, 39(1), 98–114. doi:10.1016/0749-5978(87)90047-1
   Web of Science ®Google Scholar
• Kitzantas, A., & Zimmerman, B. J. (2006). Enhancing self-regulation of practice: The influence of graphing and self-evaluative standards. Metacognition and Learning, 1(3), 201–212. doi:10.1007/s11409-006-9000-7
   Google Scholar
• Kluwe, R. H. (1987). Executive decisions and regulation of problem solving behavior. In F. E. Weinert & R. H. Kluwe (Eds.), Metacognition, motivation and understanding (pp. 31–64). Hillsdale, NJ: Erlbaum.
   Google Scholar
• Lin, X., Hmelo, C., Kinzer, C., & Secules, T. (1999). Designing technology to support reflection. Educational Technology Research and Development, 47(3), 43–62. doi:10.1007/BF02299633
   Web of Science ®Google Scholar
• Lin-Siegler, X., Ahn, J. N., Chen, J., Fang, F. F. A., & Luna-Lucero, M. (2016). Even Einstein struggled: Effects of learning about great scientists’ struggles on high school students’ motivation to learn science. Journal of Educational Psychology, 108(3), 214–328. doi:10.1037/edu0000092
   PubMed Web of Science ®Google Scholar
• Lin-Siegler, X., Shaenfield, D., Elder, A. (2015). Contrasting case instruction can improve self-assessment of writing. Education Technology Research and Development, 63(4), 517–537. doi:10.1007/s11423-015-9390-9
   Web of Science ®Google Scholar
• Lopez, E. L., Nandogopal, K., Shavelson, R. J., Szu, E., & Penn, J. (2013). Self-regulated learning study strategies and academic performance in undergraduate organic chemistry: An investigation examining ethnically diverse students. Journal of Research in Science Teaching, 50(6), 660–676. doi:10.1002/tea.21095
   Web of Science ®Google Scholar
• Metcalfe, J. (2009). Metacognitive judgments and control of study. Current Directions in Psychological Science, 18(3), 159–163. doi:10.1111/j.1467-8721.2009.01628.x
   PubMed Web of Science ®Google Scholar
• Mitrovic, A. (2001). Investigating students’ self-assessment skills. In M. Bauer, P. J. Gmytrasiewicz, & J. Vassileva (Eds.), User modeling 2001. UM 2001. Lecture notes in computer science (vol 2109). Berlin, Heidelberg: Springer.
   Google Scholar
• Mok, M. M. C. (2013). Assessment reform in the Asia-Pacific Region: The theory and practice of self-directed learning oriented assessment. In M. Mok (Ed.), Self-directed learning oriented assessments in the Asia-Pacific. Education in the Asia-Pacific region: Issues, concerns and prospects (vol 18, pp. 3–22). Dordrecht, Netherlands: Springer.
   Google Scholar
• Mok, M., & Lee W. O. (2017). Paradigm shifts in assessment for learning: A secondary analysis of the international civic and citizenship study (ICCS) 2009. In R. Maclean (Ed.), Life in schools and classrooms. Education in the Asia-Pacific region: Issues, concerns and prospects (vol 38, pp. 527–552). Singapore: Springer.
   Google Scholar
• National Research Council Committee on Conceptual Framework for the New K-12 Science Education Standards. (2012). A framework for K-12 science education: Practices, crosscutting concepts, and core ideas. Washington, DC: The National Academies Press.
   Google Scholar
• Newby-Clark, I. R., Ross, M., Buehler, R., Koehler, D. J., & Griffin, D. (2000). People focus on optimistic scenarios and disregard pessimistic scenarios while predicting task completion times. Journal of Experimental Psychology: Applied, 6(3), 171–182. doi:10.1037//1076-898X.6.3.171
   PubMed Web of Science ®Google Scholar
• Nokes, T. J., Hausmann, R. G. M., VanLehn, K., & Gershman, S. (2010). Testing the instructional fit hypothesis: The case of self-explanation prompts. Instructional Science, 39(5), 645–666. doi:10.1007/s11251-010-9151-4
   Web of Science ®Google Scholar
• Panadero, E., Tapia, J. A., & Huertas, J. A. (2012). Rubrics and self-assessment scripts effects on self-regulation, learning and self-efficacy in secondary education. Learning and Individual Differences, 22(6), 806–813. doi:10.1016/j.lindif.2012.04.007
   Web of Science ®Google Scholar
• Paris, S. G., & Paris, A. H. (2001). Classroom applications of research on self-regulated learning. Educational Psychologist, 36(2), 89–101. doi:10.1207/S15326985EP3602_4
   Web of Science ®Google Scholar
• Peters, E. & Kitsantas, A. (2010). Self-regulation of student epistemic thinking in science: The role of metacognitive prompts. Educational Psychology, 30(1), 27–52. doi:10.1080/01443410903353294
   Web of Science ®Google Scholar
• Pintrich, P. R. (2004). A conceptual framework for assessing motivation and self-regulated learning in college students. Educational Psychology Review, 16(4), 385–407. doi:10.1007/s10648-004-0006-x
   Web of Science ®Google Scholar
• Redish, E. F., & Steinberg, R. N. (1999). Teaching physics: Figuring out what works. Physics Today, 52(1), 24–30. doi:10.1063/1.882568
   Web of Science ®Google Scholar
• Rutherford, F. J. (1990). Science for all Americans: Project 2061. New York, NY: Oxford University Press.
   Google Scholar
• Sargeant, J., Mann, K., VanDer Vleuten, C., & Metsemakers, J. (2008). “Directed” self-assessment: Practice and feedback within a social context. Journal of Continuing Education in the Health Professions, 28(1), 47–54. doi:10.1002/chp.155
   PubMed Web of Science ®Google Scholar
• Schraw, G. (2009). A conceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning, 4(1), 33–45. doi:10.1007/s11409-008-9031-3
   Web of Science ®Google Scholar
• Schraw, G., & Moshman, D. (1995). Metacognitive theories. Educational Psychology Review, 7(4), 351–371. doi:10.1007/BF02212307
   Web of Science ®Google Scholar
• Schwartz, D. & Bransford, J. D. (1998). A time for telling. Cognition and Instruction, 16(4), 475–522. doi:10.1207/s1532690xci1604_4
   Web of Science ®Google Scholar
• Schwartz, D. L., Chase, C., Chin, D. B., Oppezzo, M., Kwong, H., Okita, S., … Wagster, J. (2009). Interactive metacognition: Monitoring and regulating a teachable agent. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), The educational psychology series. Handbook of metacognition in education (pp. 340–358). New York, NY: Routledge/Taylor & Francis Group.
   Google Scholar
• Schwartz, D. L., Chase, C. C., Oppezzo, M. A., & Chin, D. B. (2011). Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. Journal of Educational Psychology, 103(4), 759–775. doi:10.1037/a0025140
   Web of Science ®Google Scholar
• Schwartz, D. L. & Martin, T. (2004). Inventing to prepare for future learning: The hidden efficiency of encouraging original student production in statistics instruction. Cognition and Instruction, 22(2), 129–184. doi:10.1207/s1532690xci2202_1
   Web of Science ®Google Scholar
• Schwartz, D.L., Tsang, J. M. & Blair, K. P. (2016). The ABCs of how we learn. New York, NY: Norton & Company, Inc.
   Google Scholar
• Shumow, L., & Schmidt, J. A. (2015). Teaching the value of Science. Educational Leadership, 72(4), 62–67.
   Web of Science ®Google Scholar
• Siegler, R. S. (2002). Microgenetic studies of self-explanation. In N. Granott & J. Parziale (Eds.), Cambridge studies in cognitive perceptual development. Microdevelopment: Transition processes in development and learning (pp. 31–58). New York, NY: Cambridge University Press.
   Google Scholar
• Siegler, R. S., & Chen, Z. (2008). Differentiation and integration: Guiding principles for analyzing cognitive change. Developmental Science, 11(4), 433–448. doi:10.1111/j.1467-7687.2008.00689.x
   PubMed Web of Science ®Google Scholar
• Son, L. K., & Metcalfe, J. (2000). Metacognitive and control strategies in study-time allocation. Journal of Experimental Psychology: Learning, Memory, and Cognition, 26(1), 204–221. doi:10.1037//0278-7393.26.1.204
   PubMed Web of Science ®Google Scholar
• Spillane, J. P., & Callahan, K. A. (2000). Implementing state standards for science education: What district policy makers make of the hoopla. Journal of Research in Science Teaching, 37(5), 401–425. doi:10.1002/(SICI)1098-2736(200005)
   Web of Science ®Google Scholar
• Taber, K. S. (2004). Learning quanta: Barriers to stimulating transitions in student understanding of orbital ideas. Science Education, 89(1), 94–116. doi:10.1002/sce.20038
   Web of Science ®Google Scholar
• Thiede, K. W., Anderson, M., & Therriault, D. (2003). Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology, 95(1), 66–73. doi:10.1037//0022-0663.95.1.66
   Web of Science ®Google Scholar
• Topping, K. (1998). Peer assessment between students in colleges and universities. Review of Educational Research, 68(3), 249–276. doi:10.3102/00346543068003249
   Web of Science ®Google Scholar
• Veenman, M. V. J. (2011). Learning to self-monitor and self-regulate. In R. Mayer & P. Alexander (Eds.), Handbook of research on learning and instruction (pp. 1197–1218). New York, NY: Routledge.
   Google Scholar
• Veenman, M. V., Wilhelm, P., & Beishuizen, J. J. (2004). The relation between intellectual and metacognitive skills from a developmental perspective. Learning and Instruction, 14(1), 89–109. doi:10.1016/j.learninstruc.2003.10.004
   Web of Science ®Google Scholar
• Warren, A. (2010). Impact of teaching students to use evaluation strategies. Physics Education Research, 6(2), 1–12. doi:10.1103/PhysRevSTPER.6.020103
   Web of Science ®Google Scholar
• Winne, P. H. (2001). Self-regulated learning viewed from models of information processing. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 153–189). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Winne, P. H. (2005). Key issues in modeling and applying research on self-regulated learning. Applied Psychology: An International Review, 54(2), 232–238. doi:10.1111/j.1464-0597.2005.00206.x
   Web of Science ®Google Scholar
• Winne, P. H. & Hadwin, A. F. (1998). Studying as self-regulated learning. In D. J. Hacker, J. Dunlosky, & A. C. Graesser (Eds.), Metacognition in educational theory and practice (pp. 277–304). Mahwah, NJ: Lawrence Erlbaum Associates.
   Google Scholar
• Zimmerman, B. (2001). Theories of self-regulated learning and academic achievement: An overview and analysis. In B. Zimmerman, & D. Schunk (Eds.), Self-regulated learning and academic achievement: Theoretical perspectives (pp. 1–37). Mahwah, NJ: Lawrence Erlbaum.
   Google Scholar
• Zimmerman, B. J. (2000). Attaining self-regulation: A social cognitive perspective. In M. Boekaerts, P. R. Pintrich, & M. Zeider (Eds.), Handbook of self-regulation (pp. 13–39). San Diego, CA: Academic Press.
   Google Scholar
• Zimmerman, B. J. (2006). Development and adaptation of expertise: The role of self-regulatory processes and beliefs. In K. A. Ericsson, N. Charness, P. J. Feltovich, & R. R. Hoffman (Eds.), The Cambridge handbook of expertise and expert performance (pp. 705–722). Cambridge, MA: Cambridge University Press.
   Google Scholar
• Zimmerman, B. J. (2008). Investigating self-regulation and motivation: Historical background, methodological developments, and future prospects. American Educational Research Journal, 45(1), 166–183. doi:10.3102/0002831207312909
   Web of Science ®Google Scholar
• Zimmerman, B. J., & Campillo, M. (2003). Motivating self-regulated problem solvers. In J. E. Davidson and R. J. Sternberg (Eds.), The Psychology of Problem Solving (pp. 233–262). UK: Cambridge University Press.
   Google Scholar