Knowledge Survey for "Improve with Metacognition's" Fall 2022 Guest Edited Series with Ed Nuhfer on Self-Assessment
This knowledge survey has three purposes. The first is to serve its user as an aid to learning the content addressed and as a study guide. The second and equally important is to help build its users' skills in self-assessment accuracy by giving many small practice opportunities. The third is an assessment instrument to allow the user and the instructor to track and evaluate the changes in users' knowledge of the content.

The user does not answer any of the questions in a knowledge survey. Instead, each user strives (on a three-point scale) to accurately rate their ability to answer the items based on present knowledge. Use the following rating scale when addressing the items in the survey:

A. I can fully address this item now for graded test purposes (meaning I can teach the content to another person.)
B. I have partial knowledge that permits me to address at least 50% of this item.
C. I am not yet able to address this item adequately for graded test purposes.

After the first few items, a user becomes familiar with responding to every item through the same three-point scale based on confidence. Completion of the survey by marking an "A," "B," or "C" takes little time, but try your best to provide a candid assessment of your present capacity to address each item as you designate your competence by the three-point rating. Items are coded to require a response to keep you from accidentally bypassing an item and not seeing it.

To obtain the most value from a knowledge survey, mindfully make the effort to do an accurate self-assessment. A top-quality response to a knowledge survey is an accurate self-assessment that neither overestimates nor underestimates the knowledge that you currently have.

Suppose you mark an "A" that states you have significant capacity to answer a question. Should you need to demonstrate that ability, "significant capacity" means that you could immediately explain to a classroom of fellow students how to understand and answer the item.

By rating each item, you hone your ability to recognize the feeling of knowing that reflects your actual skill and knowledge to address the item now. You will notice that each knowledge survey item begins with an affective root such as "I can…" to help a user target that feeling of knowing about the content that follows.

When you later proceed to learn the material represented by the items, some content might elicit a sudden feeling of either wanting to learn more or a dislike of the content and wanting to bypass it. When such events occur, ask yourself, "Why do I feel this way?" If you can, go deeper and see if you can recall any experience that might have caused or contributed to that feeling.

Frequently use this survey while studying the topic it addresses. In a class, an instructor will likely give a knowledge survey at the start of a course or workshop, after the learning event, and will direct you to parts of the survey during teaching and learning the content.

Download and save a Word® version of this knowledge survey and refer to the items as we progress through the learning to monitor your increasing mastery of the material.

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Look at your watch and note the time below that you started. This survey has 50 items. You should be able to complete it easily in one sitting.
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Introduction: Why self-assessment matters

1. I can describe why attaining the ability to self-direct one's lifelong learning requires the capacity to do accurate self-assessment.

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2. I can list at least two characteristics of human-self-assessment accuracy as they are commonly portrayed by the Dunning-Kruger effect.

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3. I am able to articulate how metacognition and self-assessment are not synonyms.

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4. I can cite some evidence to support why instructors' feedback is conducive to learning content and skills and developing the capacity for self-assessment accuracy.

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5. I can describe the two quantities employed in paired measures to generate quantitative measures of self-assessment accuracy.

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Understanding Bias in the Disciplines - Behavioral Sciences

6. I can articulate how increasing capacity to accurately self-assess may allow a person to recognize and control some of heir own biases.

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7. I can describe how the sequence of affect > decision > action-taken is common to all forms of learning.

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8. I can provide an example from my personal experience where the phrase "feelings hijacking the ability to use evidence" influenced an action I have taken through the sequence of affect > decision > action-taken.

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9. I can explain by using examples how heuristic thinking and bias serving as a survival mechanism for a prehistoric culture could be detrimental to well being in a modern culture.

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10. I can describe with examples how cultural bias acquired in pre-college life experiences may serve as both an asset and as an impediment to achieving critical thinking during a college education.

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Understanding Bias in the Disciplines: Part 2 – the Physical and Quantitative Sciences

11. I can communicate to an audience of college freshmen a respectable answer to the question, "What is Science?"

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12. I can explain how it is possible to fulfill a single general education science requirement of a university by selecting one course from a list of courses that teach vastly different content (examples from biology, chemistry, geology, physics, etc.).

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13. I can argue with evidence-based examples against the assertion, "As one achieves expertise and critical thinking ability in a science, one acquires the ability to overcome biased thinking."

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14. In April of 2022, Florida's governor asserted, "Math is about getting the right answer, not about feelings or ideologies." I can articulate how understanding bias might lead to sensing that this assertion as incomplete or perhaps even offensive to those versed in numeracy. *

15. I am able to articulate why overcoming an erroneous misconception employed to explain some commonly observed everyday phenomenon might be more difficult than acquiring new understanding of an observed phenomenon for which one has not yet constructed any explanations.

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Metacognitive Self-assessment in Privilege and Equity Part 1

16. I can articulate why how people feel about themselves as learners is likely to affect how well they learn and perform on tests of achieved learning.

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17. I can describe by example some differences between "equity" and "equality" as it relates to the ethical admonition for justice, "Treat equals as equals."

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18. I can explain using some example from my own life experiences how the status of being a member of a minority or a majority membership in a group confers differential privilege.

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19. I can cite evidence how having minority or a majority membership in my own country produces differences on tests that measure demonstrable learned competence.

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20. I can cite evidence and data to evaluate the statement, "Students can't self-assess."

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Metacognitive Self-assessment in Privilege and Equity Part 2

21. From my experiences in my own college or university, I can name at least three hierarchies that the institution nurtures and perpetuates.

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22. I can explain the benefit to becoming educated by taking action to do a metacognitive reflection on, “What am I feeling that I want to be true, and why do I have that feeling whenever I sense emotion upon exposure to new people and new ideas?”

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23. I can explain how affective feelings and cognitive knowledge are connected when one must demonstrate proficiency in mastery of content.

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24. I can explain how affective feelings and cognitive knowledge are connected when I self-assess the proficiency that I have to respond to a situation that demands I employ my mastery of content.

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25. I can explain how affective feelings need to connect with cognitive knowledge when I sense a feeling from myself that might be driven by bias.

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Metacognition and Mindset for Growth and Success Part 1

26. I can describe several major traits that contrast the two divisions of Growth and Fixed mindsets.

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27. I can describe one event in which receiving feedback felt and proved useful to my understanding and one event in which receiving feedback felt and proved damaging to my learning.

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28. From my recollections in item 27 above, I can begin to articulate the roles played in my mindset, the mindset that I surmise the source of feedback was operating within and whether good practice was followed in providing feedback.

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29.  I can describe the mindset that I believe that I operate within at present and express whether that has changed with time and how.

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30. I can articulate evidence that developing self-assessment accuracy and understanding feedback and gaining proficiency in using feedback are learnable skills that require affective development as well as gaining cognitive knowledge.

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Metacognition and Mindset for Growth and Success Part 2

31. I can articulate the role that self-assessment should play in gaining control over the mindset under which one operates during learning.

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32. I can cite evidence that avoiding feedback is harmful to students' achievements in learning.

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33. I can recall two things that I learned in this blog series about providing feedback skillfully.

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34. Some controversy exists between how important mindset is to learning and achieving competence. From what I learned in these blogs, I can speculate why resolving the controversy may be difficult.

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35. I can articulate how self-assessment, feedback, and mindset are interconnected.

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Knowledge Surveys Part 1 -- Benefits of Knowledge Surveys to Student Learning and Development

36. I can explain how knowledge surveys develop students' focus on self-assessment proficiency.

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37. I can explain how use of a knowledge survey in a class promotes students' ability to read for better comprehension.

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38. I can employ examples of two established evidence-based best-practices employed in college teaching to explain why employing knowledge surveys in a college class should contribute to students' understanding of content.

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39. Given the statement, "Becoming educated involves gaining content mastery and increasing understanding of oneself," I can estimate from my college experiences the relative frequency with which learning design directed me to engage in learning content and skills, and the frequency with which learning design directed me toward engaging in better understanding of myself.

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40. I can explain how a knowledge survey differs from a study guide in terms of student interaction and unifying the collective class focus.

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Knowledge Surveys Part 2 -- Twenty Years of Learning Guiding More Creative Uses

41. I can explain how a written knowledge survey item differs from a written exam item that tests the same content as the knowledge survey item.

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42. I can explain the meaning of "backwards design" in constructing a block of knowledge items to develop mastery of a topic.

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43. I can list three temporal qualities of that are relevant to learning and use examples to explain how knowledge surveys help to illuminate these qualities.

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44. I am able to teach a colleague to feel the differences in cognitive load demanded by knowledge survey items crafted at higher and lower order Bloom levels.

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45. I can explain how knowledge surveys promote the incorporation of instructional alignment into design of a college course.

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Synthesis of guest-edited series on self-assessment, IwM, Fall, 2022

46. I can summarize three entries each in two columns, one showing the benefits that accrue to a populace educated to attain good self-assessment accuracy and another showing the dangers to a populace never educated to develop greater self-assessment accuracy. *

47. I can explain how believing that most humans cannot self-assess their own competence can lead toward accepting authoritarianism, and mistrust of exercising one's own autonomy in making decisions.

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48. I can articulate how the academic silos of specialty knowledge can trigger a bias mechanism against others similar to that which triggers marginalizing and othering groups in cultures and societies.

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49. I can explain how opportunities to develop the vital capacity for self-assessment accuracy exist in the teaching of every course and in any subject area.

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50. I can explain why university mission statements should consider metacognitive proficiency as an educational outcome equal in importance to proficiency in critical thinking.

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