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Title: TEACHING STUDENTS TO SELF-ASSESS THEIR KNOWLEDGE OF CHEMISTRY USING COGNITIVE STRUCTURE ANALYSIS
Authors: Ananya Dandemraju, Rithvik Dandemraju and John Leddo
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Ananya Dandemraju, Rithvik Dandemraju and John Leddo MyEdMaster, LLC
MLA 8 Dandemraju, Ananya, et al. "TEACHING STUDENTS TO SELF-ASSESS THEIR KNOWLEDGE OF CHEMISTRY USING COGNITIVE STRUCTURE ANALYSIS." Int. j. of Social Science and Economic Research, vol. 9,
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ABSTRACT: In previous papers, we presented an assessment methodology called Cognitive Structure Analysis (CSA) that assesses students’ factual, strategic, procedural and rationale knowledge of a subject matter rather than looking at whether students can give the correct answer to a question. These results showed that CS-based assessments were highly reliable predictors of problem solving performance. In Cynkin and Leddo (2023), we explored whether students could be taught to use CSA to self-assess their own knowledge and, in doing so, identify gaps that might need remediation. The Cynkin and Leddo (2023) study showed that students could reliably by taught to self-assess their own calculus knowledge. The present study replicates this previous study and extends it to the subject of high school chemistry. 20 students were taught the chemistry topic of titration. After that, they were taught how to self-assess using CSA and then given a problem solving test. Results showed that students were generally reliable in selfassessing their own knowledge, recognizing when they knew a concept or did not know a concept that was important far more often than they did not realize they needed knowledge they did not have or having the wrong knowledge. Similarly, the self-assessed knowledge, or lack thereof, turned out to be important. The knowledge students correctly knew they had correlated .73 with problem solving performance, whereas knowledge students correctly knew they needed correlated -.44 with problem solving performance, suggesting that the lack of knowledge they knew they needed did hurt their performance. Self-assessments were not perfect as students did not always recognize gaps in their knowledge or that the concepts they had were faulty, both of which correlated negatively with performance, suggesting these deficiencies the self-assessed concepts did adversely affect their performance. Results suggest that students can be taught to self-assess their own knowledge. Further research can focus on whether students can selfremediate as well, and thereby raise their academic performance.

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