The quality of sixth-graders' keywords is not diagnostic of intra-individual variation in test performance (Experiment 1).¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? None of the keyword cue types (main idea, detail, incorrect, commission) significantly predicted test performance, including the number of main ideas. → Jan A. A. Engelen 2018

Evidence¶

Jan A. A. Engelen 2018¶

Jan A. A. Engelen, Gino Camp, Janneke van de Pol, Anique B. H. de Bruin. (2018). Teachers' monitoring of students' text comprehension: can students' keywords and summaries improve teachers' judgment accuracy? Metacognition and Learning 13:287–307. https://doi.org/10.1007/s11409-018-9187-4

q3 · i? · causal · r2

Experiment 1 cue-diagnosticity analysis: keywords coded by rubric (main idea, detail, incorrect, commission; κ = .77) and gamma correlations with test performance computed per student. "None of the cues were diagnostic", yet students (.24) and teachers (.18) utilized the main-idea cue when judging.

"None of the cues were diagnostic, including the number of main ideas. Students and teachers utilized this cue, however, as indicated by correlations of .24 and .18, respectively."

Discussion¶

Related Claims¶

• Sixth-graders' own monitoring accuracy is low and does not differ between no-cue, keyword, and summary cue-prompt conditions (Experiment 1).
• Teachers' inter-individual judgment accuracy (predicting differences between students) is well above chance (.528) even though their intra-individual accuracy is not (Experiment 1).
• Teachers' intra-individual monitoring accuracy of students' text-by-text learning is not better than chance and is not improved by students' keywords or summaries (Experiment 1).
• Test performance differs by cue-prompt condition in Experiment 1, with higher scores in the no-cue condition than the summary condition.
• Generating or comparing keywords had no substantial effect on posttest learning performance — related
• Teachers' self-reported cue utilization attributes are not significantly correlated with their monitoring accuracy (Experiment 2). — related
• The keyword-quality–JOL correlation increases after comparison with expert keywords, indicating learners exploit keyword quality as a cue only when given external standards — related
• Organizational cues during a lecture have a large effect on understanding of lecture structure and memory for details — related