Provide self-assessment feedback and SRLTS-based task-selection advice to secondary school students¶

Strategy · All strategies
Evidence · 6 claims (3 for, 3 mixed) · 2 studies (1 review, 1 associational), q2 · 1 of 2 report an effect size · 6 claims rest on one study

Description¶

The article recommends that students "might benefit from self-assessment and task-selection advice", with feedback on self-assessments and advice that uses "the paths from the model as a basis for the advice". Advice should focus on using self-assessments for choosing difficulty levels, support levels, and content, and early guidance could include more explicit instructions while later guidance phases out and alerts students to use self-assessment information.

Design Implications¶

Context¶

Requirements¶

• Task databases with a clear distinction between contents, difficulty levels and support levels
• Instructions for students on how to select these three factors through self-assessments

Constraints¶

• The article notes providing task-selection advice might even hamper the learning of task-selection skills, citing prior mixed results

Target Learners¶

• secondary school students

Target Learning Goals¶

• accurate self-assessment
• appropriate learning-task selection

Affordances¶

• Srlts Model Task Selection

Claims¶

• Students' actual task selections deviate about half a difficulty level and half a support level from SRLTS model-based selections [+W]
• Secondary school students overestimate their performance on learning tasks by about one step out of five [+W]
• Secondary school students selecting tasks without guidance base most selections on content and rarely on difficulty or support level [+W]
• Self-assessment accuracy and estimated performance change do not improve over repeated task selections within a single session [~W]
• Judgments of learning add no new self-assessment information beyond performance estimates for single tasks [~W]
• Students' expertise on the task may be an important prerequisite for accurate self-assessment [~W]

Related Strategies¶

Examples¶

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Key Sources¶

• Nugteren, M. L., Jarodzka, H., Kester, L., & Van Merriënboer, J. J. G. (2018). Self-regulation of secondary school students: self-assessments are inaccurate and insufficiently used for learning-task selection. Instructional Science. https://doi.org/10.1007/s11251-018-9448-2