Assess ability to analyze research on how varying formative-assessment frequency and feedback specificity influence undergraduate STEM students' metacognition and measurable learning gains. Scope includes designing experimental/quasi-experimental comparisons, operationalizing frequency and specificity, selecting valid metacognitive and outcome measures (e.g., metacognitive inventories, think-aloud protocols, concept inventories, exam gains), specifying mediators/moderators, estimating sample size and power, choosing appropriate analyses (mixed models, ANOVA/MANOVA, mediation/moderation, effect sizes), controlling confounds and fidelity, addressing ethical/practical constraints, interpreting results and limitations, and deriving instructional implications for evidence-based practice.