Self-assessment task activity shows no differences among outcome groups except for the number of tasks viewed¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? No differences were found among the three groups in self-assessment task submissions, repetitions, or scores; only task views differed, favoring Mastering and Passing over Non-passing. → Slaviša Radović 2025

Evidence¶

Slaviša Radović 2025¶

Slaviša Radović, Niels Seidel. (2025). Uncovering variations in learning behaviors and cognitive engagement among students with diverse learning goals and outcomes. Education Tech Research Dev. https://doi.org/10.1007/s11423-025-10528-4

q2 · i? · associational · r1

ANOVA and post hoc tests of self-assessment task traces across the three outcome groups. Submissions, repetitions, and scores were not significant; only views differed, with "the Mastering group (p = 0.007)" and Passing (p = 0.039) exceeding Non-passing.

"concerning engagement with the self-assessment tasks, no differences were found among the three groups regarding the number of self-assessment task submissions, repetitions, or scores. The only statistically significant difference emerged in the number of self-assessment tasks viewed, favoring both the Mastering group (p = 0.007) and the Passing group (p = 0.039) over the Non-passing group."

Discussion¶

Related Claims¶

• Mastering students outperform Passing and Non-passing students across all four dimensions of quiz task activity (views, submissions, repetitions, scores) — related