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Using Learning Logs in Assessment

Strategies for fostering metacognition through reflective learning logs to improve autonomy.

Description

Metacognition can be described as the awareness and ability to reflect upon, manage, and improve how we learn (Stanton et al., 2021; Rivas et al., 2022). Learning logs ask students to reflect on their learning in order to understand their own thought processes, what facilitates their learning, and boost their autonomy as learners. 

UCalgary Assessment Principle E

"Assessments actively engage students by offering multiple opportunities for practice; timely, clear, and meaningful feedback; and structured reflection on their learning to continuously improve and enhance future learning."

Sustained assignments such as learning logs allow students to reflect, receive feedback, and demonstrate growth over time. 

Also consider Principle E.

Benefits

  • Enables students to identify areas of strength and points of confusion 
  • Fosters student autonomy in their learning, including goal setting (Malone, 2025)
  • Supports strong metacognitive skills and enhances complex problem solving (Malone, 2025)
  • Provides potential for improved academic achievement (Stanton et al., 2021)

Ways to use this strategy

*Those marked with an asterisk are readily adaptable for large enrolment classes.

Feedback Learning Log*

At the end of a lecture that presented some challenging concepts, ask students to write a three-minute summary of the class. You can incorporate this once or at several points during a course. If it is a large-enrolment course, the summary could be for credit/ non-credit. Consider using live polling tools such as Mentimeter or other apps available on smart phones to gauge student understanding and identify areas for further development. Potential points of reflection and question prompts include:

  • Provide a brief summary of the concepts presented today. What is still unclear to you?
  • What was the most important thing you learned in today’s class? 
  • How do the concepts in today’s class relate to previous concepts/ideas? 
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Assignment Learning Logs

You can include learning logs as part of a project or assignment. Students reflect on their learning and work habits during that assignment using question prompts such as these: 

  • When did you start the assignment? When did you do the bulk of the work? Did you have enough time for editing and revising?
  • What was your most important learning as part of this assignment?
  • What did not work well? What would you do differently next time? 
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Weekly Learning Logs 

Weekly learning logs are a great way for students to develop metacognitive skills in small courses or seminars. They can also provide instructors with real time feedback on student learning in a course. Writing a learning log over time can help students identify what facilitates their learning, what they do not yet understand, and refine their work and study habits. The learning logs can be graded for completion, with real time feedback to students on their learning. Some question prompts include:

  • What is unclear regarding this week’s course content (or learning activities)?
  • How does this week’s course content (or learning activities) connect with your own experiences and/or perspective? 
  • How does this week’s course content (or learning activities) relate to the learning outcomes for the course?
  • What do you conclude from your observations?
  • What are your next steps to strengthen your learning in this course? 
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Reflection questions for instructors: 

  • How am I modelling metacognition for my students?
  • How else do I include metacognition in my teaching practice (Dennis & Somerville, 2023)?
  • In what ways do I teach students about aspects of metacognition (Dennis & Somerville, 2023)?
  • How can you introduce learning logs to students so that they understand their purpose? 
  • How do I bridge the connection between learning logs and student learning? 

References and further reading

Dennis, J. L., & Somerville, M. P. (2023). Supporting thinking about thinking: examining the metacognition theory-practice gap in higher education. Higher Education, 86(1), 99 -117. https://doi.org/10.1007/s10734-022-00904-x

Kaw, A., Lim, G. T., & Clark, R. M. (2024). Reflective questions: Promoting metacognition through discussion board prompts. Journal of Higher Education Theory and Practice, 28(4), 161-171. https://doi.org/10.33423/jhetp.v24i8.7238

Malone, P. (2025). Metacognition as a bridge for diverse learners: Scaffolding success in K-12, higher education, and workforce development. In Cook, P. R., & McConnell Mikkelson, J. (Eds.). New Ways to Think and Learn with Metacognition. Cambridge Scholars Publishing, pp. 272-294.

 Rivas, S. F., Saiz, C., & Ossa, C. (2022). Metacognitive strategies and development of critical thinking in higher education. Frontiers in Psychology, 13, 913219.

Stanton, J. D., Sebesta, A. J., & Dunlosky, J. (2021). Fostering metacognition to support student learning and performance. CBE—Life Sciences Education, 20(2), fe3. https://doi.org/10.1187/cbe.20-12-0289