Self-monitoring of work quality requires three student capacities: appreciation of high quality, evaluative skill, and a store of modification tactics¶

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 identifies three things students must possess to monitor their own work quality: an appreciation of what high quality work is, evaluative skill to compare their production with the higher standard, and a store of tactics for modifying their work. → 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

Definitional/theoretical statement from the article's abstract, presented as what self-monitoring capacity "in turn requires". No empirical data are reported; the three capacities are argued as necessary conditions for student self-improvement.

"This in turn requires that students possess an appreciation of what high quality work is, that they have the evaluative skill necessary for them to compare with some objectivity the quality of what they are producing in relation to the higher standard, and that they develop a store of tactics or moves which can be drawn upon to modify their own work."

Discussion¶

Related Claims¶

• Students can only improve if they develop the capacity to monitor the quality of their own work during actual production — related
• Self-regulated learning models treat self-monitoring as a core process through which learners notice gaps and adjust strategy — a broader claim this one bears on
• Prior Knowledge Needed For Accurate Self Assessment — related
• Strategy Instruction Improves Writing Quality — related
• Self-regulated learning improves achievement — related
• The Trainer is expected to develop feedback literacy capacities — a narrower finding that bears on this claim
• 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
• Successful discoverers regulate learning more systematically, planning experiments and monitoring progress, while unsuccessful learners work unsystematically — related