Descriptively, monitoring interventions with teacher feedback on entries and direct revision opportunities showed higher effects¶

Claim · All claims
Evidence · 1 study · quant-synthesis r? · q3
Currency · newest study 2023 · checked against its sources 2026-10-22 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q3 i? On a descriptive level, interventions including teacher feedback on self-monitoring entries and allowing direct revision of work showed higher effects. → Dignath 2023

Evidence¶

Dignath 2023¶

Dignath, C., van Ewijk, R., Perels, F., & Fabriz, S. (2023). Let Learners Monitor the Learning Content and Their Learning Behavior! A Meta-analysis on the Effectiveness of Tools to Foster Monitoring. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09718-4

q3 · i? · quant-synthesis · r?

Descriptive moderator finding from the meta-analysis of 32 interventions reported in 29 articles (teacher feedback coded yes n = 11, no n = 18). The review reports "higher effects were found in favor of monitoring interventions that included teacher feedback on self-monitoring entries". In the meta-regression teacher feedback was not a significant moderator (B = 0.32, p = .20); the revision finding comes from the narrative analysis, in which five of the feedback studies let learners revise, including all three with high effects on achievement.

"On a descriptive level, higher effects were found in favor of monitoring interventions that included teacher feedback on self-monitoring entries and allowed learners to directly revise their work based on this feedback."

Discussion¶

Related Claims¶

• In a case analysis, probing instructor feedback with required revise-and-resubmit moved one teacher candidate toward citing student evidence, though his progress was not linear and another candidate did not improve — related