In Experiment 1, general self-assessment feedback during a learning phase led to less accurate self-assessment in a subsequent no-feedback test phase than receiving no feedback at all¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i2 medium
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Adolescents who received general self-assessment feedback made significantly less accurate self-assessments in the test phase than the no-feedback control condition (ηp² = .076). → 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 · i2 · causal · r2

Randomized experiment with 108 third-year Dutch secondary students assigned to no-feedback, general, or specific self-assessment feedback conditions; test-phase self-assessment accuracy favored the control, with a main effect of condition of ηp² = .076: "the general self-assessment feedback condition was significantly less accurate than the no feedback control condition (p = .015)".

"An ANOV A on self-assessment accuracy during the test phase showed a main effect of condition, F(2, 105) = 4.29, p =. 0 1 6 ,η2 p =. 0 7 6 . Tukey’s post-hoc tests showed that, in contrast to our hypotheses, the general self-assessment feedback condition was significantly less accurate than the no feedback control condition (p = .015)."

Discussion¶

Related Claims¶

• In Experiment 1, receiving self-assessment feedback during the learning phase led to less accurate task selection than no feedback, despite feedback stating actual performance — related