Students perceived greater writing improvements than evaluators confirmed¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Students perceived a mean improvement of 1.2 points while evaluators rated a mean improvement of 0.52 points, suggesting potential overconfidence. → Fitzek 2025
Evidence¶
Fitzek 2025¶
Fitzek, S., & Bârgăoanu, A. (2025). Introducing Large Language Models in Communication and Public Relations Education: A Mixed-Methods Pilot Study. International Journal of Artificial Intelligence in Education. https://doi.org/10.1007/s40593-025-00477-7
q2 · i? · causal · r1
Comparison of survey perceptions with expert ratings in the pilot found students "perceived greater enhancements in their writing (mean perceived improvement = 1.2 points)" than evaluators confirmed.
"The students generally perceived greater enhancements in their writing (mean perceived improvement = 1.2 points) than the evaluators' ratings reflected (mean evaluated improvement = 0.52 points)."
Discussion¶
Related Claims¶
- 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 — related
- Providing a rubric reduces bias in self-assessment, moving judgments closer to expert ratings — related
- Learners are substantially overconfident when evaluating the quality of their self-generated examples — related
- Most preservice teachers were overconfident in the completeness of their fraction comparison explanations at both first draft and revision — related
- SRSD instruction improved students' accuracy in self-evaluating their texts' quality, although overestimation persisted — related
- Students tend to overestimate their own performance when self-assessing with rubrics — related
- Students tend to overestimate their clinical judgment ability relative to evaluator-assessed scores — related
- Explicit strategy instruction did not significantly enhance self-assessed language progress in mixed-ability groups — related
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