Self-assessment accuracy and estimated performance change do not improve over repeated task selections within a single session¶

Claim · All claims
Evidence · 1 study (2 entries) · associational r1 · q2
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Self-assessment accuracy remained -1 step for both early and final selections, with no significant difference between them, z = -0.91, p = .36. → Nugteren 2018 q2 i? Estimated performance change showed no significant difference between early and final selections, z = -1.19, p = .23. → Nugteren 2018 (2)

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

Wilcoxon signed-rank comparison of the first four versus final four task selections in the N = 15 experiment. Median accuracy was -1 step at both points; equivalence was not tested, only the non-significant difference is reported.

"There was no significant difference between the overall self-assessment accuracy scores for early and final selections, z =- 0.91, p = .36."

Nugteren 2018 (2)¶

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

Same split-half comparison for estimated performance change (JOL minus performance estimate), which was 0 steps for both early and final selections. No effect size is printed.

"There was no significant difference between early and final task selections for estimated performance change, z =- 1.19, p = .23."

Discussion¶

Related Claims¶

• Judgments of learning add no new self-assessment information beyond performance estimates for single tasks — related
• Secondary school students overestimate their performance on learning tasks by about one step out of five — related
• Secondary school students selecting tasks without guidance base most selections on content and rarely on difficulty or support level — related