Secondary school students overestimate their performance on learning tasks by about one step out of five¶

Claim · All claims
Evidence · 1 study · associational r1 · q2 · i3 large
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2023: baselines and conditions change

Subclaims¶

q2 i3 Median self-assessment accuracy was -1 step: the difference between actual performance scores and performance estimates was significant, z = -2.70, p = .01, r = -0.49. → Nugteren 2018

Evidence¶

Nugteren 2018¶

Nugteren, M. L., Jarodzka, H., Kester, L., & Van Merriënboer, J. J. G. (2018). Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning-task selection. Instructional Science. https://doi.org/10.1007/s11251-018-9448-2

q2 · i3 · associational · r1

In the explorative experiment (N = 15), median performance was 2.63 steps correct while the median performance estimate was 3.63 steps, so participants on average overestimated by one step out of five; the Wilcoxon test gave "z =- 2.70, p = .01, r =- 0.49", a large printed effect size.

"This difference between the actual performance scores and the performance estimates was significant, z =- 2.70, p = .01, r =- 0.49."

Discussion¶

Related Claims¶

• Self-assessment accuracy and estimated performance change do not improve over repeated task selections within a single session — related
• Self Assessment Accuracy Is Low Without Training — related
• Secondary school students selecting tasks without guidance base most selections on content and rarely on difficulty or support level — related
• Judgments of learning add no new self-assessment information beyond performance estimates for single tasks — related