After self-scoring, the monitoring-accuracy gap between low- and high-performing students remains on multiplication (small) but disappears on division¶
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Evidence · 1 study · causalr1·q3
Currency · newest study 2022 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
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q3 i? On multiplication, high-performing students still made significantly more accurate monitoring judgments after self-scoring than low-performing students, though the difference was only 0.07 on a seven-point scale; on division the difference was not significant. → 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 comparing skill groups after self-scoring (Table 2: multiplication B = −0.07, p < 0.05; division B = 0.02, non-significant). Self-scoring appears to close the accuracy gap on division but not fully on multiplication.
"on the multiplication task, high-performing students made significantly more accurate monitoring judgments after self-scoring than low-performing students, although this difference was only 0.07 on a seven-point scale. For the division task, high- and low-performing students' monitoring accuracy after self-scoring did not differ significantly."
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 primary students' monitoring accuracy on math problem-solving tasks to near-accurate levels — related
- In this sample the best-performing university students calibrated slightly worse than the lowest-performing students, so no unskilled-and-unaware effect was supported — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
unskilled-unaware-monitoring-after-self-scoring |
title |
After self-scoring, the monitoring-accuracy gap between low- and high-performing students remains on multiplication (small) but disappears on division |
description |
After self-scoring, the monitoring-accuracy gap between low- and high-performing students remains on multiplication (small) but disappears on division |
status |
review |
evidence_strength |
mixed |
newest_evidence |
2022 |
source_checked |
2026-10-20 |
generated |
by process:wiki-ingest on 2026-10-19 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — sophie-oudman-2021 |
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