Neither monitoring feedback nor performance feedback improved kindergarteners' monitoring accuracy relative to an active control¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2025 · 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? Twelve sessions of either monitoring feedback or performance feedback produced no differential improvement in bias or discrimination compared to an active control group. → Kristin Kolloff 2025
Evidence¶
Kristin Kolloff 2025¶
Kristin Kolloff, Ebru Ger, Claudia M. Roebers. (2025). The role of metacognitive experience: Can feedback training affect kindergarteners' monitoring accuracy? Metacognition and Learning. https://doi.org/10.1007/s11409-025-09422-4
q3 · i? · causal · r2
Pretest-training-posttest multilevel analysis of 214 kindergarteners randomly assigned to monitoring feedback, performance feedback, or active control. Cross-level interaction models showed "no significant improvement in model fit with the interaction term" for either outcome, indicating no differential training effects.
"The analyses showed no significant improvement in model fit with the interaction term, neither for bias, χ2(2) = 0.39, p = 0.83, nor for discrimination, χ2(2) = 3.26, p = 0.20, indicating no differential training effects on both outcome variables."
Discussion¶
Related Claims¶
- Children's ability to discriminate between correct and incorrect answers did not change over training regardless of group — possibly the same claim (merge candidate)
- Feedback training did not change children's cue utilization despite repeated metacognitive experiences — related
- Overconfidence (bias) decreased from pretest to posttest across all groups including control, with no group differences — related
- Pre-monitoring does not significantly improve children's relative monitoring accuracy (discrimination between correct and incorrect answers) — related
- Monitoring discrimination and overconfidence improve with age between kindergarten and second grade — related
- Technology-enhanced adaptive teaching shows no significant effects on monitoring accuracy, subject-specific interest, or self-efficacy — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
feedback-training-no-improvement-kindergarten-monitoring-accuracy |
title |
Neither monitoring feedback nor performance feedback improved kindergarteners' monitoring accuracy relative to an active control |
description |
Neither monitoring feedback nor performance feedback improved kindergarteners' monitoring accuracy relative to an active control |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2025 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — kristin-kolloff-2025 |
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