IJSSER

Title: Improving Student Performance by Having Students: Assess and Remediate Their Own Knowledge Deficiencies
Authors: Deepika Ravi and John Leddo
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Deepika Ravi and John Leddo MyEdMaster, LLC Leesburg, Virginia, USA
MLA 8 Ravi, Deepika, and John Leddo. "Improving Student Performance by Having Students: Assess and Remediate Their Own Knowledge Deficiencies." Int. j. of Social Science and Economic Research, vol. 9, no. 10, Oct. 2024, pp. 4717-4724, doi.org/10.46609/IJSSER.2024.v09i10.043. Accessed Oct. 2024. APA 6 Ravi, D., & Leddo, J. (2024, October). Improving Student Performance by Having Students: Assess and Remediate Their Own Knowledge Deficiencies. Int. j. of Social Science and Economic Research, 9(10), 4717-4724. Retrieved from https://doi.org/10.46609/IJSSER.2024.v09i10.043 Chicago Ravi, Deepika, and John Leddo. "Improving Student Performance by Having Students: Assess and Remediate Their Own Knowledge Deficiencies." Int. j. of Social Science and Economic Research 9, no. 10 (October 2024), 4717-4724. Accessed October, 2024. https://doi.org/10.46609/IJSSER.2024.v09i10.043.
References [1] . Ahmad, M.& Leddo, J. (2023). The Effectiveness of Cognitive Structure Analysis in Assessing Students’ Knowledge of the Scientific Method. International Journal of Social Science and Economic Research, 8(8), 2397-2410. [2] . Anderson, J.R. (1982). Acquisition of cognitive skill. Psychological Review, 89, 369-405. [3] . Chaoui, N (2011) "Finding Relationships Between Multiple-Choice Math Tests and Their Stem-Equivalent Constructed Responses". CGU Theses & Dissertations. Paper 21. [4] . Chi, M.T.H., Bassok, M, Lewis, M.W., Reimann, P., Glaser, R. (1989). Self-Explanations: How Students Study and Use Examples in Learning to Solve Problems. Cognitive Science, 13, 145-182. [5] . Cynkin, C. and Leddo, J. (2023). Teaching students to self-assess using Cognitive Structure Analysis: Helping students determine what they do and do not know. International Journal of Social Science & Economic Research, 08(09), 3009-3020. [6] . Dandemraju, A., Dandemraju, R., & Leddo, J. (2024). Teaching students to self-assess their knowledge of chemistry using cognitive structure analysis. International Journal of Social Science & Economic Research, 09(02), 541–549. [7] . de Ayala, R. J. (2009). The theory and practice of item response theory. New York: The Guilford Press. [8] . de Kleer, J. and Brown, J.S. (1981). Mental models of physical mechanisms and their acquisition. In J.R. Anderson (Ed.), Cognitive skills and their acquisition. Hillsdale, NJ: Erlbaum. [9] . Frary, R. (Spring, 1985). Multiple-Choice Versus Free-Response: A Simulation Study. Journal of Educational Measurement, 22, 21-31. [10] . Herman, J. L., Klein, D. C., Heath, T. M., & Wakai, S. T. (1994). A first look: Are claims for alternative assessment holding up? (CSE Tech. Rep. No. 391). Los Angeles: University of California, Center for Research on Evaluation, Standards, and Student Testing. [11] . Leddo J., Boddu B., Krishnamurthy S., Yuan K., & Chippala S. (2017). The effectiveness of selfdirected learning and teacher-led learning on gifted and talented vs. non-gifted and talented students. International Journal of Advanced Educational Research, 2(6):18-21. [12] . Leddo, J., Clark, A. & Clark, E. (2021). Self-assessment of Understanding: We don’t always know what we know. International Journal of Social Science and Economic Research, 6(6), 1717-1725. [13] . Leddo, J., Cohen, M.S., O'Connor, M.F., Bresnick, T.A., and Marvin, F.F. (1990). Integrated knowledge elicitation and representation framework (Technical Report 90?3). Reston, VA: Decision Science Consortium, Inc. [14] . Leddo, J. & Kalwala, S. (2023). The Effectiveness of Self-directed Learning and Teacher-led Learning of Advanced Subject Matter on Gifted and Talented Students. International Journal of Social Science and Economic Research, 8(9), 2819-2825. [15] . Leddo, J., Li, S. & Zhang, Y. (2022). Cognitive Structure Analysis: A technique for assessing what students know, not just how they perform. International Journal of Social Science and Economic Research, 7(11), 3716-3726.
ABSTRACT: Previous papers have presented an assessment methodology called Cognitive Structure Analysis (CSA) that assesses a student’s knowledge of a subject rather than looking simply at whether students can give the correct answer to a set of questions. The results of these CSA based assessments were reliable in predicting problem solving performance. In Cynkin and Leddo (2023), it was shown that students could be taught to use CSA to self-assess their own calculus knowledge. Dandemraju and Leddo (2024) extended these findings to the subject of chemistry. This present study replicates the previous studies and extends the research question to whether students can effectively remediate their own knowledge deficiencies after self-assessing them. The subject area used was electrochemical cell questions found on the Medical College Admission Test. 18 high school students were taught the concept of electrochemical cells using a YouTube video whose audience was MCAT test-takers. After watching the video, half were taught to self-assess using CSA and told to rewatch the video to fill in any knowledge gaps. The other half were simply told to rewatch the video if they felt there were things they did not understand. Both groups were then given a post-test on the material they just learned.. The results showed that students who were taught to self-assess had an average post-test score of 16.67 out of 20 or 83.4%. Those who were not taught to self-assess had an average post-test score of 13.56 out of 20 or 67.8%. These results showed that students can be taught to self-assess and remediate their own knowledge and knowledge deficiencies, respectively. Implications for education at the societal and individual student levels are discussed.

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