Learners partly use example length as a cue when evaluating their self-generated examples¶

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i1 small
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Learners tended to give higher quality judgments to lengthier examples (G = .22), and their examples were shorter than the expert examples. → Linda Froese 2022

Evidence¶

Linda Froese 2022¶

Linda Froese, Julian Roelle. (2022). Expert example standards but not idea unit standards help learners accurately evaluate the quality of self-generated examples. Metacognition and Learning. https://doi.org/10.1007/s11409-022-09293-z

q3 · i1 · causal · r3

Exploratory analysis in the N = 131 experiment correlated learners' ratings with example word count (G = .22) and found learner examples contained fewer words than expert examples for all eight concepts (all ps < .001).

"We found a gamma correlation of G = .22, which indicates that learners tended to give higher judgments to lengthier examples and thus, at least in part, might have used the length of their examples as cue."

Discussion¶

Related Claims¶

• Providing expert example standards enhances absolute judgment accuracy in evaluating self-generated examples — related
• Learners are substantially overconfident when evaluating the quality of their self-generated examples — related
• Students tend to rely on non-diagnostic cues when judging their own performance, resulting in inaccurate judgments — a broader claim this one bears on