This article presents the findings of an empirical study that examined the learning value of a novel group assessment activity aimed at promoting first-year students’ development of basic self-directed learning skills required for university study. A content quiz group learning assignment was designed to enhance students’ capacity to ask appropriate questions to guide their enquiry, identify appropriate resources and tools, and draw links between different learning resources, all skills embedded within their learning in a science unit. Questionnaire data and written reflections revealed the extent to which students used core, accessory and optional resources to complete this assignment, which specific resources were perceived as most useful for what aspects of their content learning, and how strategy use was related to achievement. Metacognitive experiences expressed in the open questions and assessed reflections revealed students’ emerging awareness of how their approach to study impacted on the quality of their learning.
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