Judgments of learning add no new self-assessment information beyond performance estimates for single tasks¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2021: tool and model accuracy changes quickly

Subclaims¶

q2 i? The difference between JOLs and performance estimates was 0 in 74.17% of all cases, and the JOL-versus-estimate difference was not significant, z = -0.98, p = .33. → Nugteren 2018

Evidence¶

Nugteren 2018¶

Nugteren, M. L., Jarodzka, H., Kester, L., & Van Merriënboer, J. J. G. (2018). Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning-task selection. Instructional Science. https://doi.org/10.1007/s11251-018-9448-2

q2 · i? · associational · r1

In the N = 15 experiment, median JOL (3.75 steps) closely matched median performance estimate (3.63 steps); the Wilcoxon test was not significant, z = -0.98, p = .33. No effect size is printed for the redundancy finding itself.

"the difference between these measures was 0 in 74.17% of all cases, which means participants gave the same estimate for actual performance and JOL on nearly 75% of all tasks."

Discussion¶

Related Claims¶

• Self-assessment accuracy and estimated performance change do not improve over repeated task selections within a single session — related
• Aging does not materially reduce the relative accuracy (resolution) of judgments of learning during encoding, with cross-sectional evidence of no age declines and even age-related increases in aggregate JOL resolution across ages 18 to 81 — related
• Secondary school students overestimate their performance on learning tasks by about one step out of five — related
• Making JOLs is not a neutral act: metacognitive ratings reactively affect subsequent learning, so experiments need judgment-free conditions — related
• Delayed JOL bias: multiple text readers are underconfident, rereaders overconfident at one day, and single readers overconfident at one week — related
• Backward-associated word pairs produce a foresight bias: judgments of learning are inflated relative to actual recall when the dominant association runs from target to cue — related