HomePublicationsTILTed PedagogySection 3 Chapter 12: Knowledge Surveys: Developing Self-Assessment, Integrating Effective Learning Strategies, and Enhancing Transparency to Support Student Success Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Book Resources Lauren Scharff, Lynne Chandler-Garcia, Christopher Culver, Timothy Frank, Martiqua Post, Joel Sloan, and Julie TetleyKnowledge surveys (KS) foster transparency in learning and teaching by providing students with explicit and specific ability statements of learning objectives. Students rate their confidence in their ability to answer the KS items, which helps develop self-assessment skills, and engages students in behaviors shown to enhance deep learning: spaced practice and retrieval. When instructors intentionally design KS into a course, they promote alignment of stated expectations with activities and assessments. Instructor access to student self-assessment accuracy also supports individualized conversations with students about their learning strategies and attitudes as well as their performance on summative assessments. We have found the incorporation of KS to be flexible and robust, observing benefits across a variety of disciplines and course levels. Feedback indicates that the vast majority of students value KS, use them to guide learning and study for exams, and recommend that instructors continue to incorporate KS in future courses. Discussion Questions What teaching challenge is the chapter’s assignment trying to address, and how does that challenge show up in your own courses? How does the chapter’s use of the TILT framework (purpose, task, criteria) change the learning experience described, and what parallels do you see in your own teaching? What assumptions about students or learning does the chapter surface, and how might those assumptions influence assignment design? How does the assignment described in the chapter support student agency, autonomy, or choice? How does the chapter illustrate the connection between assignment design and deeper learning (e.g., critical thinking, metacognition, synthesis)? What evidence does the chapter provide that the assignment worked, and what additional evidence would you want to see? How does the chapter’s assignment align with or challenge your current beliefs about effective assessment? What aspects of the assignment design could be adapted to your discipline, and what would need to change? If you were to implement a version of this chapter’s assignment, what would be your first step—and what potential barriers would you anticipate? Share:
