Using Exam Wrappers as a Metacognition Tool to Promote a Shift in

Student Test-taking Preparations

Larry Young, HAPS-I Educational Research Project Proposal &
Justification
March 7, 2022
Updated March 7, 2024

Background:
Anatomy & Physiology courses offered as undergraduate courses across the United States are
arguably among the toughest courses offered. Sections of Anatomy & Physiology I often have
high drop/fail rates among first time attempt takers. And while not as dramatic as Anatomy &
Physiology I, Anatomy & Physiology II sections also see high drop rates and frustration among
students. The focus of this project is to incorporate the use of metacognitive surveys in
conjunction with the use of exam wrappers to increase student’s awareness of their active
learning role in education and to promote reflection that will lead to changes in exam
preparation. If self-awareness can be increased, and exam preparation strategies changed or
enhanced, it is hopeful that student success and persistence will increase within Anatomy &
Physiology courses.

Exam wrappers offer students an opportunity for self-reflection that allows the student to
see assessments as opportunities for learning and growth1 rather than a punitive exercise that
does not lead to learning. Students reflect on their performance on an assessment compared to
the time spent and activities used to prepare for the assessment1. In order to effectively benefit
from the use of exam wrappers, students must understand their own learning patterns and how to
leverage, or change, those patterns to increase success and persistence in Anatomy & Physiology
courses. For exam wrappers to be successful, research suggests that Self-Regulated Learning
(SRL) strategies be used to promote student motivation, changes in behavior, and to encourage
active participation in their learning2. Through empowering students to take responsibility for
their learning, students develop as a “capable thinker and problem solver” and begin to transform
their understanding of what it means to be a learner, rather than a student3. Matthew Sanders3,
author of “Becoming a Learner” states that students, ultimately, “need to decide to be proactive,
engaged, and responsible for” their learning. Students that engage in self-reflection on their
strengths and weaknesses and use that understanding to develop study strategies for
improvement, begin to take responsibility for their learning, develop self-empowerment, enhance
critical thinking skills and embrace continual learning3.

To support students in the goals of SRL, including evaluating strengths and weaknesses,
setting future goals, adjusting study techniques, and self-reflection, metacognition surveys are
utilized2. Metacognition involves two important realizations by the students. Students must be
aware of how they think and process information, and students must engage in reflection of how
they managed their learning strategies4. Through understanding and reflecting how they think and
prepare for exams (metacognition) combined with reflecting on expectations and experiences
through assessment (exam wrappers), students can successfully adjust their behavior to achieve
greater persistence and success.

Exam wrappers and metacognitive surveys have been deployed in various ways with
mixed results. Research demonstrates that outside influences impacts their effectiveness. The
intentional incorporation of SRL strategies into a course appears to have the greatest impact on
the effectiveness of exam wrappers and metacognitive assessments.

One such SRL strategy is the incorporation of a flipped classroom. The flipped classroom
swaps the traditional in class activities to outside of the class meeting time with review and
active practice activities during the classroom time5. There are three main phases of engagement
within flipped classrooms: the “pre-class phase, the in-class phase, and the reflection phase” 5.
The end result is a class experience deep in active-learning and SRL-based activities that
promotes review, learning, and student-centered learning. Affective flipped classrooms embed
SRL strategies through modeling within the class setting, allowing students to practice the active
learning strategies to be used outside of the class environment when preparing for assessments5.
Exam wrappers, across class environments and structures, are used to allow for the reflection of
exam preparedness, identify mistakes on the exam, and how they can change their studying
strategy for the next exam5.

The standard exam wrapper has received mixed results in regard to its effectiveness as a
tool to promote metacognitive changes in exam preparation and student success. Modifying the
exam wrapper implementation within the classroom was also observed. Kelsey Metzger, et al
modified the exam wrapper to include both a diagnostic tool and intervention component4. The
blending of the traditional metacognitive assessment with a traditional exam wrapper allowed for
“metacognitive practice through repeatedly and explicitly linking student attitudes and malleable
behaviors.”4. The tool created, Student Metacognition, Affect, and Study Habits (SMASH)
includes a set of questions pertaining to perceived difficulty. It was found that perceived
difficulty is a predictor of course performance and success, allowing for a framework of faculty-
student conferencing4.

The focus of this research will be to determine how, if at all, the use of exam wrappers
(the SMASH Inventory with follow-up WRaP reflection) in Anatomy & Physiology I, using
flipped classroom pedagogy, lead to shifts in student test-taking preparation.

Based on the focus of the research introduced above, additionally the research will
consider the following questions/factors:

a. Does exam scores of previous exams influence the response to Exam Wrapper question
5, specifically does a lower previous exam score predict a stronger intention to change study
habits?

b. Do exam grades and the difficulty rating from question 4 of the Exam Wrapper predict
a willingness to change study techniques, question 5?

c. Does a greater difficulty rating on question 4 lead to a lower willingness to change test
preparation strategies, question 5?
Methods:

Student Population

This study will be conducted within a single section of Anatomy & Physiology I at Florida
Southern College, located in Central Florida. Anatomy & Physiology I (BIO 2215) is the first
course in a 2-course sequence that examines body systems consisting of Homeostasis, Body
Organization, Chemistry, Cell Biology, Tissues, Integumentary System, Skeletal System/Joints,
Muscular System, and the Nervous System. The course is a prerequisite course for our Nursing,
Exercise Science, and Dance Programs. Students enrolled in BIO 2215 need to earn a C (70%) or
better to continue onto Anatomy & Physiology II.

Florida Southern College’s student body represents an increasingly diversifying student body.
Our student population, as of the 2022-2023 academic year, is comprised of 15.4% Hispanic,
7.7% Black/African American, 0.15% Native Hawaiian/Pacific islander, 2.9% Asian, 3.5%
Nonresident, 1.8% Two or More races, and 67% White.

Procedure

Participating students will complete a pre and post metacognitive meso assessment developed by
CAPER, to be used as a means to determine baseline attitudes and perspectives as well as to
collect demographic data on the population. Students will complete the SMASH Inventory
(Table 1/Appendix 1) immediately upon the completion of lecture exams one, two and four. The
course utilizes five lecture exams throughout the semester consisting of a combination of
multiple-choice questions and open-ended response questions. The SMASH Inventory and
WRAP will be administered using Qualtrics survey software. Students will be provided with a
link to access each survey. The Qualtrics survey will be managed through an independent
researcher, who will have the responsibility of removing identifying information from the
surveys before submitting them for review. Within 24-hours of the release of exam scores,
students will be asked to complete a follow-up set of questions with a focus on Writing,
Reflecting and Planning (WRaP). The WRaP (Table 2/Appendix 2) will allow students an
opportunity to further reflect on their exam performance and plan on how they will improve
upon their study strategy for the next exam.
Questions to be included within the SMASH Inventory exam wrapper:

Table 1: Questions to be included within the SMASH Inventory Exam Wrapper

Question: Question Type / Source Validation

1. After taking this assessment, what Free response / 7

score (out of a possible 100) do you
anticipate earning?

2. After taking this assessment, I am Likert scale / 7

confident that my score prediction
(Q1) is accurate.

3. The concepts on this assessment were Likert scale / 8, 9, 10

difficult for me.

4. The concepts in this course have been Likert scale / 8, 9

difficult for me.

5. I use different study strategies for Likert scale / 9, 11

concepts that I find to be more
difficult.

6. The strategy/strategies I used to Likert scale / 12, 4

prepare for this assessment worked
well, and I will use it/them again next
time.

7. I used the provided learning objectives Likert scale / 10, 13

(and study guide/preparation
questions) to focus my studying for
this assessment.

8. I thoroughly completed all pre-class Likert scale / 8, 10

assignments prior to the class session
on that topic.

9. I asked questions and sought answers Likert scale / 11, 13

with this material as we were
addressing it.

10. I practiced the material regularly Likert scale / 10, 13

during the instruction of this unit.

11. I started studying _________ days Multiple choice / 11

before the assessment.
 12. I frequently assess my own knowledge Likert scale / 8, 9, 10, 11, 12, 13
of the material.

13. I sought help outside of class time Likert scale / 9, 10

(e.g. student-led science help sessions,
faculty-led help sessions, office hours,
etc.) on the material for this
assessment

14. I sought help outside of class ___ Fill-in-the-blank/ 9, 10

times regarding material for this
assessment. (Fill in a number)

15. Talking to my instructor about course Likert scale / 9, 10

material outside of class was important
when preparing for this assessment

16. I studied for this assessment by Likert scale / 13

myself.

17. I studied for this assessment with Likert scale / 11, 13

classmates with peers.

18. Talking to my classmates about course Likert scale / 11, 13

material outside of class was important
when preparing for this assessment.

19. I am motivated to learn this material. Likert scale / 8, 9, 10, 11, 12, 13

20. I am confident in my ability to learn Likert scale / 8, 9, 10, 12

this material.

21. I created a distraction-free environment Likert scale / 9

for my studying.

22. Please list the strategies you used to Open response / 8, 9, 11, 12
prepare for this assessment (e.g. taking
additional notes; reviewing notes; practice
problems; discussion with faculty;
discussion with peers; drawing; listening to
lectures; watching animations; reading the
text; other online resources; flashcards,
etc.).

23. What was the most helpful strategy you Open response / 11
used to learn the material for this
assessment?
 24. What was the most helpful classroom Open response / 9, 12
activity/strategy for learning the material
on this assessment?

25. In comparison to my preparation for the Open response / 12

last assessment, I changed my study habits
in hopes of improving my performance

Questions to be included in the WRaP:

Table 2: Questions to be included within the WRaP Exam Wrapper

Question: Question Type:

1. Were you surprised by your earned Short answer

score? Yes/No

2. Explain your response to the question Open ended

“Were you surprised by your earned
score?”

Short answer
3. Did you earn the score that you hoped
to on this assessment?

Open ended
4. Explain your response to the question
“Did you earn the score that you
hoped to on this assessment?”

Likert scale
5. I plan to adjust my study habits in
preparation for the next exam
1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

6. If you indicated you plan to modify Likert scale

your study habits, do you feel that you
have the ability to modify your study
habits?
1- strongly agree
2- somewhat agree
3- neither agree nor disagree
 4- somewhat disagree
5- strongly disagree

Data Analysis & Discussion:

The SMASH Inventory and the WRaP survey use a combination of likert-scale based questions
and open-ended response questions to engage students in reflecting on exam preparation,
confidence in exam performance, as well as how to adjust studying for the next exam. Because
both qualitative quantitative data will be collected, data analysis will be conducted using a mixed
methods approach.

Qualitative Analysis:
Student responses to the free-response questions will be coded and categorized after each
SMASH Inventory and WRaP administration. Analysis of responses will be focused on student
self-reported changes in exam preparation leading to increased exam confidence.

Quantitative Analysis:
Several statistical tests will be performed to analyze the data gathered from the SMAH/WRaP
assessments. In Metzger et al4, the SMASH Inventory set was grouped into 4 primary factor
groups. To confirm the research from the Metzger et al4 research, a principal axis factor analysis
will be conducted on the four identified factor groups, Systematic study habits, Social learning,
Perceived difficulty, and Help seeking respectively.

To examine the potential relationship and significance between exam scores and question 4,
exam scores and question 5, and between relationship of significance between question 4 and 5 a
Pearson bivariate correlations analysis will be performed. To access how well exam scores and
difficulty rating of content (question 4) will predict intention to change exam preparation
strategies a multiple hierarchical regression analysis will be completed

Timeline and Predicted Outcomes:

Florida Southern College IRB approval will be sought during the Summer of 2023. Data
collection will occur during the Fall 2023 academic semester, with data analysis occurring during
the Spring 2024 semester. Presentation of the findings of the research will be presented during
the Annual Human Anatomy & Physiology Society Conference in May 2024.

References:
1. Schuler, M. S., & Chung, J. (2019). Exam Wrapper Use and Metacognition in a Fundamentals
Course: Perceptions and Reality. The Journal of Nursing Education, 58(7), 417–421.
https://doi.org/10.3928/01484834-20190614-06

2. Smith, B. A., Metzger, K., & Soneral, P. (2019). Investigating Introductory Nonmajor Biology
Students’ Self-Regulated Learning Strategies Through the Implementation of a Reflective-
Routine. Journal of College Science Teaching, 48(6), 66–76.

3. Sanders, M. L. (2018). Becoming a learner: Realizing the opportunity of Education.

Macmillan Learning Curriculum Solutions.

4. Metzger, K. J., Smith, B. A., Brown, E., & Soneral, P. A. . (2018). SMASH: A Diagnostic Tool to
Monitor Student Metacognition, Affect, and Study Habits in an Undergraduate Science
Course. Journal of College Science Teaching, 47(3), 88–99.

5. Butzler, K. B. (2016). The Synergistic Effects of Self-Regulation Tools and the Flipped
Classroom. Computers in the Schools, 33(1), 11–23.
https://doi.org/10.1080/07380569.2016.1137179

6. Hodges, L. C., Beall, L. C., Anderson, E. C., Carpenter, T. S., Cui, L., Feeser, E., Gierasch, T.,
Nanes, K. M., Perks, H. M., & Wagner, C. (2020). Effect of Exam Wrappers on Student
Achievement in Multiple, Large STEM Courses. Journal of College Science Teaching, 50(1),
69–79.

7. Ziegler, B., & Montplaisir, L. (2014). Student perceived and determined knowledge of biology
concepts in an upper-level biology course. CBE—Life Sciences Education 13, 322–330.

8. Pintrich, P. R., Smith, D. A. F., Garcia, T., & Mckeachie, W. J. (1993). Reliability and predictive
validity of the Motivated Strategies for Learning Questionnaire (MSLQ). Educational Psychological
Measurement 53, 801–813.

9. Tait, H., Entwistle, N., & McCune, V. (1998). ASSIST: A reconceptualisation of the approaches to
studying inventory. In C. Rust (Ed.), Improving students as learners (pp. 262–271). Oxford, England:
Oxford Brookes University, Centre for Staff and Learning Development.

10. Weinstein, C. E., & Palmer, D. R. (2002). LASSI user’s manual for those administering the
Learning and Study Skills Inventory (2nd ed.). Clearwater, FL: H&H Publishing.

11. Schraw, G., & Dennison, R. S. (1994). Assessing metacognitive awareness. Contemporary
Educational Psychology, 19, 460–475.

12. Tanner, K. D. (2012). Promoting student metacognition. CBE—Life Sciences Education 11, 113–
120.
13. Meijer, J., Sleegers, P., Elshout-Mohr, M., van Daalen-Kapteijns, M., Meeus, W., & Tempelaar, D.
(2013). The development of a questionnaire on metacognition for students in higher education.
Educational Researcher, 55, 31–52.

Appendix 1:
Supplementary Document 1: Student Metacognition, Affect and Study Habits (SMASH)
survey

1. After taking this assessment, what score (out of a possible 100) do you anticipate earning?

2. After taking this assessment, I am confident that my score prediction (Q1) is accurate.
1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

3. The concepts on this assessment were difficult for me.

1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

4. The concepts in this course have been difficult for me.

1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

5. I use different study strategies for concepts that I find to be more difficult.
1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

6. The strategy/strategies I used to prepare for this assessment worked well, and I will use it/them
again next time.
1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

7. I used the provided learning objectives (and study guide/preparation questions) to focus my
studying for this assessment.
1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

8. I thoroughly completed all pre-class assignments prior to the class session on that topic.

1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

9. I asked questions and sought answers with this material as we were addressing it.

1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

10. I practiced the material regularly during the instruction of this unit.
1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

11. I started studying _________ days before the assessment.

a less than 24 hours before the assessment
b 1-2 days before the assessment
c 2-3 days before the assessment
d 3-4 days before the assessment
e more than 4 days before the assessment

12. I frequently assess my own knowledge of the material.

1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

13. I sought help outside of class time (e.g. student-led science help sessions, faculty-led help
sessions, office hours, etc.) on the material for this assessment
1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

14. I sought help outside of class ___ times regarding material for this assessment. (Fill in a
number)

15. Talking to my instructor about course material outside of class was important when preparing
for this assessment
1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

16. I studied for this assessment by myself.

1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

17. I studied for this assessment with classmates with peers.

1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

18. Talking to my classmates about course material outside of class was important when
preparing for this assessment.
1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

19. I am motivated to learn this material.

1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

20. I am confident in my ability to learn this material.

1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

21. I created a distraction-free environment for my studying.

1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

Open Responses

22. Please list the strategies you used to prepare for this assessment (e.g. taking additional notes;
reviewing notes; practice problems; discussion with faculty; discussion with peers; drawing;
listening to lectures; watching animations; reading the text; other online resources; flashcards,
etc.).

23. What was the most helpful strategy you used to learn the material for this assessment?

24. What was the most helpful classroom activity/strategy for learning the material on this
assessment?

25. In comparison to my preparation for the last assessment, I changed my study habits in hopes
of improving my performance
Appendix 2:

Supplementary Document 2: Post Assessment Writing, Reflection and Planning (WRaP) Items.
The exam wrapper was assigned following the release of exam scores.

1. Were you surprised by your earned score? Yes/No

2. Explain your response to the question “Were you surprised by your earned score?”

3. Did you earn the score that you hoped to on this assessment?

4. Explain your response to the question “Did you earn the score that you hoped to on this
assessment?”

5. I plan to adjust my study habits in preparation for the next exam

1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree

6. If you indicated you plan to modify your study habits, do you feel that you have the
ability to modify your study habits?
1- strongly agree
2- somewhat agree
3- neither agree nor disagree
4- somewhat disagree
5- strongly disagree