Model answers and self-assessment instructions do not improve monitoring accuracy after delayed diagramming¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2024 · checked against its sources 2026-10-23 (automated, 1 of 1 entry) · not reviewed by a person
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.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Neither the number of model answers, self-assessment instructions, nor their interaction significantly affected phase-2 monitoring accuracy. → Hepner 2024
Evidence¶
Hepner 2024¶
Hepner, S. L., Oudman, S., Carlson, T. E., van de Pol, J., & van Gog, T. (2024). Improving (meta)comprehension: Feedback and self-assessment. Learning and Instruction, 92, 101922. https://doi.org/10.1016/j.learninstruc.2024.101922
q3 · i? · causal · r2
Mixed-model analysis of absolute monitoring accuracy (unsigned difference between judgments of learning and test performance) in the same 258-student randomized experiment found no significant effects; equivalence was not tested.
"We found no significant main effect of model answers, F (2,252) = 0.43, p = .65, or self-assessment instructions, F (1,252) = 2.24, p = .14, nor a significant interaction effect, F (2,252) = 0.50, p = .61, on monitoring accuracy in phase 2."
Discussion¶
Learner Variables¶
- Metacognition — outcome: instruction changes it
- Self-Regulation — outcome: instruction changes it
Related Claims¶
- In Experiment 2, neither self-assessment feedback plus correct answers nor plus contrasting own with correct answers improved test-phase self-assessment accuracy — related
- Receiving two model answer diagrams improves secondary students' delayed-diagramming text comprehension relative to no model answers — related
- Five of seven situation-model interventions significantly improved relative metacomprehension accuracy, concept mapping only marginally (p = .097), and self-explaining not significantly — related
- Delayed diagram completion improves students' relative monitoring accuracy of text comprehension compared with no diagramming — related
- Pre-structured diagrams improved metacomprehension accuracy while self-assessment cues showed no differences — related
- Model answers combined with self-assessment instructions interactively improve monitoring-based regulation accuracy, with two model answers most effective — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
model-answers-no-monitoring-accuracy-effect |
title |
Model answers and self-assessment instructions do not improve monitoring accuracy after delayed diagramming |
description |
Model answers and self-assessment instructions do not improve monitoring accuracy after delayed diagramming |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2024 |
source_checked |
2026-10-23 |
generated |
by process:wiki-ingest on 2026-10-23 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — hepner-2024 |
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