Research shows that students struggle to develop higher order thinking skills and effective study strategies during the transition from high school to college. Therefore, in addition to teaching course content, effective instructors should assist students in developing metacognitive skills, that is, the practice of thinking about their thinking. An effective assignment that assists students in thinking about their exam performance is the exam wrapper. The objectives of this study were to examine students’ metacognitive skills, evaluate the correlation between study behaviors and student performance, and assess student perception of exam wrappers. Exam wrapper assignments were offered as extra credit after the first 3 exams in a large introductory Food Science and Human Nutrition course, and student responses and exam performance were analyzed. Many students with poor exam performance overestimated their exam scores, indicating students’ self-assessment skills could be sharpened. However, students demonstrated the ability to make and implement goals to improve study strategies throughout the semester. A modest relationship between use of study strategies and improved exam performance was observed, particularly for students with a B exam average, suggesting that students in the middle of the grade distribution may benefit most from this type of intervention. Finally, most students expressed a belief that exam wrappers helped them improve their study habits and exam scores, and that they planned to use the exam wrapper process in future classes. In summary, this study shows that the exam wrapper is a valued and effective postexam reflection tool for improving students’ self-reported study habits.

中文翻译：

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在大型食品科学与人类营养入门课程中，使用考试包装器提高学生的元认知技能

研究表明，在从高中到大学的过渡过程中，学生难以培养高级思维能力和有效的学习策略。因此，除了讲授课程内容外，有效的指导者还应帮助学生发展元认知技能，即思考思想的实践。考试包装器是一种可帮助学生思考考试成绩的有效作业。这项研究的目的是检查学生的元认知能力，评估学习行为与学生表现之间的相关性，以及评估学生对考试包装的理解。在大型食品科学与人类营养入门课程中，前三门考试后，考试包装作业将作为额外的学分提供，并对学生的反应和考试成绩进行分析。许多考试成绩不佳的学生高估了自己的考试成绩，表明学生的自我评估能力可能得到提高。但是，学生展示了在整个学期制定和实施目标以改善学习策略的能力。观察到学习策略的使用与考试成绩的提高之间存在适度的关系，尤其是对于那些B考试成绩平均的学生，这表明处于年级分布中间的学生可能会从此类干预中受益最多。最后，大多数学生都相信考试包装器可以帮助他们改善学习习惯和考试成绩，并计划在以后的课程中使用考试包装器过程。总之，