“Why does my learner perform poorly on exams?”: How Faculty Can Use Self-Regulated Learning Theory to Diagnose the Specific Learner Problems and Implement Appropriate Solutions

Click for presentation slides

Title: “Why does my learner perform poorly on exams?”: How Faculty Can Use Self-Regulated Learning Theory to Diagnose the Specific Learner Problems and Implement Appropriate Solutions
Presenter: Sarah D. Cipriano, MD, MPH, MS, Primary Children’s Hospital, University of Utah; Janet E. Lindsley, PhD, Department of Biochemistry, George and Dolores Eccles Institute of Human Genetics, University of Utah
Date: 9/15/20
Brief Description: Based on self-regulated learning theory, a microanalytic approach has been developed for faculty to help diagnose why a specific learner is underperforming on exams. UUSOM faculty who have used this approach find it to be a very practical and effective way to help struggling learners. This workshop will provide the knowledge, skills and tools for more faculty to use this approach.
Keywords/Main Subjects: Exams, learning analysis, self-regulated learning theory
Copyright: copyright Sarah D. Cipriano and Janet E. Lindsley ©2020

Handouts

SRL Question Review Form

“Why Does My Learner Perform Poorly on Exams?” Worksheet



Return to Table of Contents:

“Why does my learner perform poorly on exams?”: How Faculty Can Use Self-Regulated Learning Theory to Diagnose the Specific Learner Problems and Implement Appropriate Solutions by Sarah D. Cipriano, MD, MPH, MS & Janet E. Lindsley, PhD