Future self-assessment interventions should redirect students' attention from invalid cues toward valid, predictive cues rather than providing self-assessment accuracy feedback¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

Because self-assessment feedback did not improve accuracy in either experiment, the authors propose a different approach: interventions that "redirect students’ attention from the invalid cues they used (i.e., cues that are not predictive of their actual performance) towards more valid (i.e., predictive) cues". The idea is that valid cues might better enable students to adjust their internal standards, yielding more accurate self-assessments even without feedback. The authors also suggest uncovering which cues students actually use would require process measures such as interviews or think-aloud protocols.

Design Implications¶

Context¶

Requirements¶

• Requires first identifying which cues students currently use when self-assessing, which the authors say would require process measures such as interviews or think-aloud protocols

Constraints¶

• This is a recommendation for future research, not a tested intervention in this study; the authors note they do not know precisely on which cues students base their self-assessments

Target Learners¶

• secondary education students learning problem-solving tasks

Target Learning Goals¶

• accurate self-assessment of problem-solving performance
• accurate self-directed task selection

Claims¶

• In Experiment 1, task-selection accuracy during the no-feedback test phase did not differ between feedback and control conditions [+W]
• In Experiment 2, neither self-assessment feedback plus correct answers nor plus contrasting own with correct answers improved test-phase self-assessment accuracy [+W]
• Across both experiments, self-assessment feedback failed to improve self-assessment accuracy in the absence of feedback, and learners' self-assessments did not track practice-driven performance gains [+W]

Related Strategies¶

• Direct SSA research toward the five identified known unknowns
• Prompt learners to monitor performance-based rather than explanation-based cues in the initial problem-solving phase

Examples¶

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Key Sources¶

• Steven F. Raaijmakers, Martine Baars, Fred Paas, Jeroen J. G. van Merriënboer, Tamara van Gog. (2019). Effects of self-assessment feedback on self-assessment and task-selection accuracy. Metacognition and Learning. https://doi.org/10.1007/s11409-019-09189-5