How can we help students know what they do not know?

Below is an important article because many Adolescents and in particular the Special Ed students are over confident in their abilities. One does not want to devastate them and their self esteem but some how one wants to convey to them that there is a large amount of knowledge that they still need to learn to become self sufficient Adults after their years in school. Read below the article and let me know what you think would be ways that we could help students to understand their need for more knowledge but gaining a "true" accessment of their current abilities...testing does not do the job any more because that can be dismissed as a bad day or through some other type of rationalization! Let me know what you think...it is easier to help a Student now with obtaining knowledge than after graduation when they face the harsh reality that they are not ready to compete in the global job market. Middle School Students 'Extremely Overconfident' In Their Own Learning ScienceDaily (Nov. 27, 2007) — Given national mandates to ‘leave no child behind,’ grade-school students are expected to learn an enormous amount of course material in a limited amount of time. “Students have too much to learn, so it’s important they learn efficiently,” says Dr. John Dunlosky, Kent State professor of psychology and associate editor of Journal of Experimental Psychology: Learning, Memory and Cognition. Today, students are expected to understand and remember difficult concepts relevant to state achievement tests. However, a major challenge is the student’s ability to judge his own learning. “Students are extremely over confident about what they’re learning,” says Dunlosky. Dunlosky and his colleague, Dr. Katherine Rawson, Kent State assistant professor of psychology, study metacomprehension, or the ability to judge your own comprehension and learning of text materials. Their research primarily focuses on fifth, seventh and eighth graders as well as college-aged students, and how improving metacomprehension can, in turn, improve students’ self-regulated learning. One way to improve this issue is to self-test, says Rawson. After reading or studying information, wait for a short time; then try to recall or summarize the information from memory. Next, check the information recalled against the original source material. Adds Rawson: “Our research consistently shows that without checking, people often believe they’ve remembered something correctly when in fact they haven’t.” Currently, Dunlosky and Rawson are developing a “study buddy” that combines accurate monitoring with effective schedules of learning. When the guide is completed, they hope to provide it to schools across the state of Ohio. Dr. John Dunlosky, Kent State professor of psychology, and his colleague, Dr. Katherine Rawson, Kent State assistant professor of psychology contributed to this work. It was funded by the US Department of Education. Adapted from materials provided by Kent State University