Use self-scoring against correct answers as a tool to foster primary students' monitoring accuracy during math problem-solving practice¶

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¶

The article recommends having students compare their own problem solutions to objectively correct answers and then re-judge their performance. The authors conclude that "self-scoring may be a suitable tool to foster primary school students' monitoring accuracy and that this translates to some extent into more accurate regulation decisions." The procedure fits existing Dutch classroom practice where students complete a task, self-score it, and then decide whether to practice more or ask for help.

Design Implications¶

Context¶

Requirements¶

• Students must have access to the correct answers to compare against their own responses
• Students must actually self-score their answers accurately for the information to be predictive of performance

Constraints¶

• Improvements in monitoring do not fully translate into regulation accuracy: low- and high-performing students' regulation accuracy on division did not significantly improve
• Hindsight bias may lead students to think they do not need restudy even after seeing mistakes
• A minority of students (9.3–11.4%) still judged inaccurately after self-scoring, mostly due to inaccurate self-scoring

Target Learners¶

• Primary school students (grade 4 Dutch grade 6, ages 9–10) practicing math problem solving

Target Learning Goals¶

• Accurate self-monitoring of problem-solving performance
• Accurate regulation decisions about needing additional instruction or practice

Claims¶

• Students' monitoring judgments predict their regulation judgments before and after self-scoring [+W]
• Self-scoring improves primary students' monitoring accuracy on math problem-solving tasks to near-accurate levels [+W]
• Self-scoring improves regulation accuracy for the whole sample, but not significantly for low- and high-performing students on division tasks [+W]

Related Strategies¶

• Self Correction_Routines
• Self-Monitoring of Performance (SMP)

Examples¶

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Key Sources¶

• 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