Students who received corrective feedback post-processed practice tests more intensely and rated the tests as more useful for monitoring than students without feedback¶
Claim · All claims
Evidence · 1 study (2 entries) · associationalr2·q2·i2medium
Currency · newest study 2022 · 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.
q2 i2 Study 2 students post-processed practice tests more intensely than Study 1 students (d = 0.57). → Nick Naujoks 2022
q2 i2 Study 2 students rated practice tests as more useful for monitoring performance than Study 1 students (d = 0.55). → Nick Naujoks 2022 (2)
Evidence¶
Nick Naujoks 2022¶
Nick Naujoks, Bettina Harder, Marion Händel. (2022). Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09295-x
q2 · i2 · associational · r2
Independent-samples t-test merging the Study 1 and Study 2 samples comparing self-reported post-processing of practice tests; the feedback group scored higher with a medium effect, d = 0.57.
"in Study 2, where students received individual corrective feedback, they post-processed the practice tests more intensely, which can be considered a medium effect, t(175) = 3.66, p < 0.001, d = 0.57."
Nick Naujoks 2022 (2)¶
Nick Naujoks, Bettina Harder, Marion Händel. (2022). Testing pays off twice: Potentials of practice tests and feedback regarding exam performance and judgment accuracy. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09295-x
q2 · i2 · associational · r2
Independent-samples t-test on the five-item perceived-usefulness-for-monitoring scale between the no-feedback and feedback samples; the difference was a medium effect, d = 0.55.
"students who received individual corrective feedback (Study 2) rated the usefulness of participating in the practice tests as higher for monitoring their performance than students without individual corrective feedback in Study 1, t(175) = –3.47, p < 0.001, d = 0.55."
Discussion¶
Related Claims¶
- Within the feedback condition, students rated test taking and receiving feedback as equally useful for monitoring their performance — related
- Initial short-answer tests outperform initial multiple-choice tests mainly when feedback follows them; without feedback, the higher initial success of multiple-choice tests can favor multiple-choice — related
- More frequent practice-test participation predicts higher absolute accuracy of item-specific judgments in the final exam, regardless of feedback — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
feedback-raises-post-processing-and-perceived-usefulness |
title |
Students who received corrective feedback post-processed practice tests more intensely and rated the tests as more useful for monitoring than students without feedback |
description |
Students who received corrective feedback post-processed practice tests more intensely and rated the tests as more useful for monitoring than students without feedback |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2022 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
2 — nick-naujoks-2022, nick-naujoks-2022-2 |
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