Students can only improve if they develop the capacity to monitor the quality of their own work during actual production¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q1
Currency · newest study 1989 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q1 i? The article argues, as a key premise, that the capacity to monitor the quality of one's own work during actual production is necessary for students to be able to improve. → Sadler 1989

Evidence¶

Sadler 1989¶

Sadler, D. R. (1989). Formative assessment and the design of instructional systems. Instructional Science, 18, 119–144. https://doi.org/10.1007/BF00117714

q1 · i? · theoretical · r2

Theoretical argument stated in the article's abstract; no empirical study is reported for this premise. The article offers it as the foundational claim from which the three conditions for effective feedback are derived.

"A key premise is that for students to be able to improve, they must develop the capacity to monitor the quality of their own work during actual production."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it
• Metacognition — predictor: learners who differ on it differ in outcomes

Related Claims¶

• Self-monitoring of work quality requires three student capacities: appreciation of high quality, evaluative skill, and a store of modification tactics — related
• A medium feature's affordance does not guarantee its actual cognitive effects: LOGO instruction designed to enhance conditional reasoning may not do so — related
• The most cited papers in Instructional Science are Sadler's 1989 formative assessment paper (1,686 citations) and Marton's 1981 phenomenography paper (1,547 citations) — related
• Working memory capacity predicts monitoring accuracy after a single reading but not after rereading, independently of comprehension ability (Experiment 2) — related