Children's test performance is stable over six months but monitoring and control accuracy shows little inter-individual stability¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Performance stability (Pearson correlations between T1 and T2) was significant for both grades and formats. → Steiner 2020 q3 i? Stability of monitoring and control accuracy was not significant for most comparisons, with only one low but significant correlation. → Steiner 2020 (2)

Evidence¶

Steiner 2020¶

Steiner, M., van Loon, M. H., Bayard, N. S., & Roebers, C. M. (2020). Development of Children's monitoring and control when learning from texts: effects of age and test format. Metacognition and Learning, 15, 3–27. https://doi.org/10.1007/s11409-019-09208-5

q3 · i? · causal · r1

Pearson correlations between T1 and T2 performance (Table 2): open-ended r = .50** (2nd grade) and .62** (4th grade); true-false r = .32** and .23*. Open-ended performance stability was significantly higher than true-false stability in both grades.

"Performance for open-ended and true-false questions was stable for second and fourth graders. Stability of performance for open-ended questions was significantly higher than for true-false questions, for second graders (Fisher's z = 1.788, p = 0.04) as well as fourth graders (Fisher 's z =4 . 3 9 ;p <. 0 0 1 )"

Steiner 2020 (2)¶

Steiner, M., van Loon, M. H., Bayard, N. S., & Roebers, C. M. (2020). Development of Children's monitoring and control when learning from texts: effects of age and test format. Metacognition and Learning, 15, 3–27. https://doi.org/10.1007/s11409-019-09208-5

q3 · i? · associational · r1

Pearson correlations for monitoring accuracy (gamma) and control accuracy (phi) between T1 and T2 (Table 2). Most correlations were near zero and non-significant; only fourth graders' true-false monitoring accuracy showed low but significant stability (r = .17*).

"For open-ended questions, stability both for second and fourth graders was not significant ( ps ≥ .87). For true-false questions, stability was not significant for second graders (p = .99), whereas for fourth graders, stability over time was low but significant, ( p <. 0 5 )"

Discussion¶

Related Claims¶

• Children of both age groups improved monitoring and control accuracy from T1 to T2 for both test formats, mainly for incorrect rather than correct answers — reports the opposite
• Children's text comprehension test performance improved from T1 to T2, driven mainly by second graders, with fewer omission errors over time — reports the opposite
• Children became significantly less overconfident from kindergarten to 2nd grade but remained overconfident at both time points — reports the opposite
• Elementary school children monitor and control their answers to open-ended text comprehension questions more accurately than answers to true-false questions — related