Assessment strategies to promote self-regulation of Biology learning among first-year university students

Abstract:

The implementation of collaborative self-assessment and assessment activities using a learning diary (DA) is described and analyzed as teaching strategies for metacognition and self-regulation of learning among first-year university biology students. We set out to analyze self-regulatory strategies (EA), describe feedback and feedforward processes in teaching interventions during co-evaluations using the DA, and analyze if there is a relationship between the EA of students who produced the DA and those who did not, regarding the academic achievement attained. We were able to identify, categorize and describe EA of planning (at the beginning), EA based on the evaluation of results (with the exams), and EA of control (during the teaching interactions). The results showed that the group of students under the teacher's guidance to promote metacognition using the DA obtained better academic achievement in the subject, achieving greater self-reflective and self-critical autonomy regarding their learning.

Keywords:
Biology teaching: Metacognition; Self-evaluation; Learning diary; University education