Embedded student formative reporting to promote student metacognition and instructor pedagogical adjustments

Timely, formative feedback is important for instructors and students. In this project, “embedded students” provided with through anonymized reports. Students enrolled in preparatory chemistry course sections fall 2022 self-selected to submit reports documenting their ongoing experiences learning content. Embedded students journaled about (i) hours devoted the course; (ii) topic-specific content mastery, comfort, confusion; (iii) instructor pedagogy. An average of 108 per week were shared instructors. Instructor effort was limited agreeing receive weekly reports, look them over, potentially use inform upcoming teaching. benefited by thinking class (metacognition) focusing week. Overall, 300 distinct submitted 1,513 overall means 2.81 self-reported time attending lecture, 4.75 engaged additional study, 7.56 total course. Instructors reported reading over 87% using make an 4.6 instructional adjustments ranging from working practice problems on difficult concepts, providing answer keys extra problems, implementing problem-solving/review days, reviewing material or earlier indicated that contributed “instructor beneficence”. “felt heard” especially when explicitly constructively addressed comments This work partially supported NSF-funded First2 Network.