Across both experiments, self-assessment feedback failed to improve self-assessment accuracy in the absence of feedback, and learners' self-assessments did not track practice-driven performance gains¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2019 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? In both experiments, feedback focused on self-assessment accuracy did not improve subsequent self-assessment accuracy measured without feedback. → Steven F. Raaijmakers 2019 q3 i? Self-assessed performance rose from pretest to learning phase but stayed flat from learning to test phase, while actual performance kept improving. → Steven F. Raaijmakers 2019 (2)

Evidence¶

Steven F. Raaijmakers 2019¶

Steven F. Raaijmakers, Martine Baars, Fred Paas, Jeroen J. G. van Merriënboer, Tamara van Gog. (2019). Effects of self-assessment feedback on self-assessment and task-selection accuracy. Metacognition and Learning. https://doi.org/10.1007/s11409-019-09189-5

q3 · i? · causal · r2

The general discussion summarizes the two classroom experiments (n = 108 and n = 110 analyzed): "self-assessment feedback failed to improve self-assessment accuracy" in the test phase without feedback.

"In both experiments, self-assessment feedback failed to improve self-assessment accuracy."

Steven F. Raaijmakers 2019 (2)¶

Steven F. Raaijmakers, Martine Baars, Fred Paas, Jeroen J. G. van Merriënboer, Tamara van Gog. (2019). Effects of self-assessment feedback on self-assessment and task-selection accuracy. Metacognition and Learning. https://doi.org/10.1007/s11409-019-09189-5

q3 · i? · causal · r2

Experiment 1 repeated measures ANOVA on self-assessed performance showed self-assessments "stayed at the same level from the learning phase to the test phase ( p = .428)" even though actual performance continued to improve (p < .001).

"Repeated contrasts showed that self-assessments increased significantly from the pretest to the learning phase ( p < .001), but stayed at the same level from the learning phase to the test phase ( p = .428) showing that participants perceived that their performance improved from training, but not from engaging in problem solving."

Discussion¶

Related Claims¶

• In Experiment 2, mental effort over time interacted with condition: the feedback + contrast condition increased effort from learning to test phase while other conditions decreased
• In Experiment 1, task-selection accuracy during the no-feedback test phase did not differ between feedback and control conditions — a narrower finding that bears on this claim
• In one 2×2 experiment with 120 undergraduates, an Assessment-Performance Calibration Activity (APCA) gave the most accurate self-assessment and least overconfidence, and adding a feedback-literacy script did not improve calibration further — reports the opposite
• Self Assessment Accuracy Is Low Without Training — reports the opposite
• Prior Knowledge Needed For Accurate Self Assessment — a broader claim this one bears on
• Self Assessment Improves Self Regulated Learning — related
• In Experiment 1, receiving self-assessment feedback during the learning phase led to less accurate task selection than no feedback, despite feedback stating actual performance — related
• In Experiment 2, neither self-assessment feedback plus correct answers nor plus contrasting own with correct answers improved test-phase self-assessment accuracy — a narrower finding that bears on this claim