The Potential of Exam Wrappers in Higher Education Assessment Practice: Fostering Self-Efficacy through Guided Self-Reflection
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| Title: | The Potential of Exam Wrappers in Higher Education Assessment Practice: Fostering Self-Efficacy through Guided Self-Reflection |
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| Language: | English |
| Authors: | Rebecca E. Gibbons (ORCID |
| Source: | Intersection: A Journal at the Intersection of Assessment and Learning. 2025 6(1):80-127. |
| Availability: | Association for the Assessment of Learning in Higher Education. 6844 Bardstown Road #910, Louisville, KY 40291. Tel: 502-406-8012; e-mail: info@aalhe.org; Web site: https://www.aalhe.org/intersection |
| Peer Reviewed: | Y |
| Page Count: | 48 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Information Analyses |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Reflection, Evaluation Methods, Self Evaluation (Individuals), Undergraduate Students, STEM Education, Student Evaluation, Student Improvement, Metacognition, Self Management, Learning Strategies, Academic Achievement, Higher Education |
| ISSN: | 2688-7207 |
| Abstract: | This literature review (n = 30) examines the potential of exam wrappers to rapidly improve student learning in higher education. Exam wrappers, introduced as pre- and post-test reflection prompts (though widely varied), encourage students to engage in self-assessment and self-regulated learning (SRL). The vast majority of studies exclusively involved Science, Technology, Engineering, and Mathematics undergraduate courses. Both quantitative and qualitative methodologies were implemented, but only five were randomized control trials. Findings indicate that exam wrappers can lead to improvements in metacognition, SRL, and academic achievement, particularly when coupled with SRL training. While the magnitude of these positive effects can vary depending on the academic context and student characteristics, there is evidence exam wrappers hold significant promise for enhancing teaching and learning. Future research should focus on refining exam wrapper design for varied contexts, documenting fidelity, and conducting rigorous studies across diverse disciplines to better understand their impact and optimize effectiveness. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1479768 |
| Database: | ERIC |
| Abstract: | This literature review (n = 30) examines the potential of exam wrappers to rapidly improve student learning in higher education. Exam wrappers, introduced as pre- and post-test reflection prompts (though widely varied), encourage students to engage in self-assessment and self-regulated learning (SRL). The vast majority of studies exclusively involved Science, Technology, Engineering, and Mathematics undergraduate courses. Both quantitative and qualitative methodologies were implemented, but only five were randomized control trials. Findings indicate that exam wrappers can lead to improvements in metacognition, SRL, and academic achievement, particularly when coupled with SRL training. While the magnitude of these positive effects can vary depending on the academic context and student characteristics, there is evidence exam wrappers hold significant promise for enhancing teaching and learning. Future research should focus on refining exam wrapper design for varied contexts, documenting fidelity, and conducting rigorous studies across diverse disciplines to better understand their impact and optimize effectiveness. |
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| ISSN: | 2688-7207 |
