great blog post explaining why balancing reactions doesn't mean you have any understanding of what is actually taking place in that reaction. This calls into question the usefulness of teaching how to balance equations to middle school students
looks like an interesting paper:
This article proposes integrating self-assessment tools into the formative assessment process to improve the students' metacognitive skills. By integrating these steps into lawyering skills courses and clinics, professors are more likely to help students "learn like a lawyer." The articles discusses metacognition, effective formative assessment techniques, and practical ideas on how to improve the learning of law students.