Instructor: Travis Pollen, PhD

In this session, we explore the challenges faced in an Exercise Prescription course, particularly the disconnect between extensive instructor feedback on student lab reports and the limited evidence that students engage with or apply that feedback. Despite the considerable time spent crafting detailed, individualized comments, many students either overlooked or underutilized this valuable input—prompting a critical reevaluation of the feedback process. 

To address this issue, we shifted part of the responsibility for learning and improvement onto the students themselves. A metacognition-based self-assessment framework was developed and integrated into the course structure. This workshop will share how this approach was designed, implemented, and received by students, and how it encouraged deeper reflection, ownership of learning, and more meaningful engagement with instructor feedback. Participants will gain insights into practical strategies for fostering student metacognition and accountability in performance-based coursework. 

At the end of this session, participants should be able to: 

1. Identify an assignment where student engagement with instructor feedback is disproportionately low compared to the intensiveness of the feedback provided. 

2. Design a metacognition-based self-assessment tool that shifts the responsibility of learning to the students, enhancing their engagement with the material. 

3. Evaluate the impact of the self-assessment on student learning and instructor feedback burden.