Metacognitive Exam Preparation Assignments in an Introductory Biology Course Improve Exam Scores for Lower ACT Students Compared with Assignments that Focus on Terms

Abstract

Completing open-ended metacognitive assignments ahead of exams resulted in higher exam scores for lower ACT students compared to those assigned to define terms. However, asking students such open-ended questions about their understanding of the material and their overconfidence did not result in their adjusting their grade predictions.