Self-scoring improves primary students' monitoring accuracy on math problem-solving tasks to near-accurate levels¶

Claim · All claims
Evidence · 1 study · causal r1 · q3
Currency · newest study 2022 · checked against its sources 2026-10-19 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? The whole sample and the low- and high-performing subsets made more accurate monitoring judgments after self-scoring than before, on both tasks, becoming close to accurate. → Sophie Oudman 2021

Evidence¶

Sophie Oudman 2021¶

Sophie Oudman, Janneke van de Pol, Tamara van Gog. (2021). Effects of self-scoring their math problem solutions on primary school students' monitoring and regulation. Metacognition and Learning (2022) 17:213–239. https://doi.org/10.1007/s11409-021-09281-9

q3 · i? · causal · r1

Multilevel regression at the before/after level for the whole sample and both skill subsets; all self-scoring effects on monitoring were significant (e.g., multiplication whole sample B = −1.08, p < 0.001). The article states "Monitoring became close to accurate after self-scoring"; the increase averaged about one problem out of six.

"the whole sample of students and the subsets of low- and high-performing students made on average more accurate monitoring judgments after self-scoring, compared to before self-scoring, both on the multiplication and division tasks."

Discussion¶

Related Claims¶

• Before self-scoring, high-performing primary students make more accurate monitoring judgments of math problem performance than low-performing students (unskilled-and-unaware effect) — related
• Self-scoring improves regulation accuracy for the whole sample, but not significantly for low- and high-performing students on division tasks — related
• After self-scoring, the monitoring-accuracy gap between low- and high-performing students remains on multiplication (small) but disappears on division — related
• Students' monitoring judgments predict their regulation judgments before and after self-scoring — related
• Postdictions of performance are typically more accurate than predictions — related
• Interventions to improve monitoring accuracy in problem-solving tasks have a small positive overall effect (g = 0.25) — related
• Whole-task, metacognitive knowledge, and external standard interventions significantly improve monitoring accuracy in problem solving — related
• Self-scoring improves primary school students' regulation judgment accuracy in mathematics — related
• Students feel quite confident about their monitoring and regulation judgments even before self-scoring — related