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Abstract Providing students with detailed, descriptive feedback and having them reflect on what they have learned can foster self-directed learning (Ambrose, 2013); a critical ability for future engineers whom need to be able to translate their skills and knowledge to novel situations (Bary post-assignment reflection, WQ21; reflection while doing + post-assignment reflection, SQ21). In addition, we will assess attitude adapted from Carberry, et. al., 2013, engagement with the process of reflection and SBG based on Diefes-Dux & Castro, 2019, and the quality of reflections similar to Menekse, et. al., 2011 across terms with different reflection approaches. This study will provide insight into how the integration of reflection (i.e. post-assessment vs during assessment) affects mastery of standards, quality of student reflections, and student attitude toward SBG. Ultimately, providing engineering students' optimized opportunities to reflect on their learning may aid their development as self-directed learners.
Adkins et al. (Tue,) studied this question.