The outcome-based iCAN! / theyCAN! feedback paradigm differentiates strong and weak learning outcomes, learner diversity, and the learning outcomes of each learner: A shift to metacognitive assessment

Abstract

Can learning outcomes be transformed in useful tools revealing strong and weak learning outcomes, learners, teachers; reporting student self-assessment overestimation; informing formative feedback and summative examinations?

Keywords

• ican!
• theycan!
• outcome / competency based education
• formative / summative assessment / feedback / examination
• metacognition
• teaching
• learning
• oncology
• greece