Tenth-graders show few signs of global task awareness when selecting text fragments, rarely rereading or deeply processing task instructions¶
Claim · All claims
Evidence · 1 study · qualitativer2·q3
Currency · newest study 2011 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: baselines and conditions change
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.
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q3 i? In think-aloud protocols of twelve tenth-graders across three selection tasks, instruction rereading and deep processing of instructions were rare and reflections about selection goals were infrequent, with no dependence between task instruction and global-level selection-goal reflections. → Gonny L. M. Schellings & Hein Broekkamp 2011
Evidence¶
Gonny L. M. Schellings & Hein Broekkamp 2011¶
Gonny L. M. Schellings & Hein Broekkamp. (2011). Signaling task awareness in think-aloud protocols from students selecting relevant information from text. Metacognition and Learning 6:65–82. https://doi.org/10.1007/s11409-010-9067-z
q3 · i? · qualitative · r2
Think-aloud study of twelve 10th-graders, each performing three selection tasks (36 protocols). Instruction rereading occurred in only 5 of 36 protocols; the article reports that reflections about selection goals were not often found and there was no dependence between task instruction and global-level reflection.
"In 5 of the 36 protocols the instruction was reread; in one protocol the instruction was reread twice."
Discussion¶
Related Claims¶
- Linguistic selection reasons were uttered most regardless of the selection task, suggesting a default linguistic selection strategy
- The most prevalent verbalization type was labeling text parts as important without stating any reason for selection — related
- Task instruction significantly affected verbalized local-level selection reasons, with the linguistic task yielding more matching verbalizations than the other two tasks — related
- When SRL is measured at a coarse grain size (global self-regulation), students are relatively well able to report on their strategy use — related
- Secondary school students selecting tasks without guidance base most selections on content and rarely on difficulty or support level — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
few-signs-global-task-awareness-selection |
title |
Tenth-graders show few signs of global task awareness when selecting text fragments, rarely rereading or deeply processing task instructions |
description |
Tenth-graders show few signs of global task awareness when selecting text fragments, rarely rereading or deeply processing task instructions |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2011 |
recheck_by |
2016 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — gonny-l-m-schellings-hein-broekkamp-2011 |
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