Assessment, Evaluation, Metacognition, and Grading in POGIL

Abstract

I truly believe no matter the level of student, all students can participate and learn in this form. Set your expectations that all students can learn this way and don\u27t underestimate them. By doing POGIL you can actually see your students learning and it is wonderful! —A POGIL practitioner How does POGIL fit inro grading schemes for assignments, tests, and the course? POGIL activities are not designed robe graded as assessments; rather, they are intended as learning tools. However, one of the principle process skills targeted by POGIL is assessment—specifically self-assessment. Thus, much of the grading and assessment in a POGIL classroom helps students learn how to self-assess (metacognition) and, in turn, self-regulate. The instructor must model how to self-assess and emphasize its importance. Assessment is also more meaningful when it occurs in proximity to the learning. Common tools to accomplish this are enhancing metacognition, creating individual and group accountability via grading group work and peer grading, and frequent formative assessments