Secondary students' French exam performance improved over the school year, but this improvement was not attributable to the intervention groups¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Exam grades improved statistically detectably over exams during the year, with differences in improvement not explained by intervention group. → Nederhand 2020
Evidence¶
Nederhand 2020¶
Nederhand, M. L., Tabbers, H. K., Jongerling, J., & Rikers, R. M. J. P. (2020). Reflection on exam grades to improve calibration of secondary school students: a longitudinal study. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09233-9
q3 · i? · causal · r2
Two-level multilevel model of French exam grades (1–10 scale) over the school year in the quasi-experiment. The article reports a statistically detectable increase ("b = 0.05, t(215) = 3.19, p = .002") and a statistically detectable random effect of time.
"Our results showed that performance changed statistically detectable over exams, b = 0.05, t(215) = 3.19, p = .002. During the school year, students obtained better exam grades."
Discussion¶
Related Claims¶
- Providing grade estimates after each exam improved secondary students' calibration accuracy over a school year, regardless of the level of reflection support — related
- Calibration accuracy improvements on French did not transfer to German and Math courses without the intervention, arguing against a maturation explanation — related
- The level of reflection support (practice-only, grade comparison, or reflection prompts) did not differentially affect the improvement of secondary students' calibration accuracy over time — related
- Students in the Reflection condition became more confident in their grade estimates over the school year, unlike students in the Practice and Grade comparison conditions — related
- Incentives significantly improved calibration accuracy only among lower-achieving students in a college-course quasi-experiment — related
- Bias scores did not improve over the school year, but school year level mattered: year 1 students became less overconfident while year 3 students improved their underconfidence — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
exam-performance-improved-not-due-to-intervention |
title |
Secondary students' French exam performance improved over the school year, but this improvement was not attributable to the intervention groups |
description |
Secondary students' French exam performance improved over the school year, but this improvement was not attributable to the intervention groups |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nederhand-2020 |
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