In Experiment 2, neither self-assessment feedback plus correct answers nor plus contrasting own with correct answers improved test-phase self-assessment accuracy¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · 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? Self-assessment accuracy in the test phase did not differ significantly between the control, feedback + correct answers, and feedback + contrast conditions. → Steven F. Raaijmakers 2019
Evidence¶
Steven F. Raaijmakers 2019¶
Steven F. Raaijmakers, Martine Baars, Fred Paas, Jeroen J. G. van Merriënboer, Tamara van Gog. (2019). Effects of self-assessment feedback on self-assessment and task-selection accuracy. Metacognition and Learning. https://doi.org/10.1007/s11409-019-09189-5
q3 · i? · causal · r2
Experiment 2 with 110 second-year secondary students randomized to no feedback, self-assessment feedback + correct answers, or feedback + contrast conditions found "no significant differences between conditions" in test-phase self-assessment accuracy.
"An ANOV A on self-assessment accuracy during the test phase showed no significant differences between conditions, F(2, 107) = 1.18, p =. 3 1 0 ,η2 p =. 0 2 2 ."
Discussion¶
Related Claims¶
- In Experiment 2, mental effort over time interacted with condition: the feedback + contrast condition increased effort from learning to test phase while other conditions decreased
- In Experiment 1, task-selection accuracy during the no-feedback test phase did not differ between feedback and control conditions — related
- Across both experiments, self-assessment feedback failed to improve self-assessment accuracy in the absence of feedback, and learners' self-assessments did not track practice-driven performance gains — a broader claim this one bears on
- In Experiment 2, task-selection accuracy during the learning phase did not differ between feedback and control conditions, unlike Experiment 1 — related
- Model answers and self-assessment instructions do not improve monitoring accuracy after delayed diagramming — related
- Receiving two model answer diagrams improves secondary students' delayed-diagramming text comprehension relative to no model answers — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
exp2-feedback-correct-answers-no-gain |
title |
In Experiment 2, neither self-assessment feedback plus correct answers nor plus contrasting own with correct answers improved test-phase self-assessment accuracy |
description |
In Experiment 2, neither self-assessment feedback plus correct answers nor plus contrasting own with correct answers improved test-phase self-assessment accuracy |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2019 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — steven-f-raaijmakers-2019 |
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