TY - CONF
T1 - Improving self-assessment with accuracy feedback
T2 - Effects on subsequent self-assessment and task-selection accuracy
AU - Raaijmakers, S.F.
AU - Baars, Martine
AU - Paas, Fred
AU - van Merrienboer, Jeroen J. G.
AU - van Gog, T.A.J.M.
PY - 2016/8/26
Y1 - 2016/8/26
N2 - Monitoring and control are key components of self-regulated learning (SRL). Because students’ monitoring accuracy is often low, control of study behavior suffers as well and consequently, SRL often leads to suboptimal learning outcomes. It is thus imperative for SRL-research to investigate ways to improve students’ monitoring accuracy. One effective instructional intervention consists of training students’ self-assessment (monitoring) and task-selection (control) skills with ‘video modeling examples’, in which another person (the model) demonstrates and explains the cyclical process of task performance, self-assessment, and task-selection. However, even after this training, students’ self-assessments remain inaccurate. Therefore, the present study investigated whether scaffolding self-assessments with accuracy feedback in addition to the training, would improve the accuracy of their concurrent task-selection, as well as their future self-assessment and task-selection decisions in the absence of the feedback. Contrary to our hypothesis however, self-assessment accuracy feedback did not affect concurrent task-selection accuracy and even led to less accurate future self-assessments. Possible explanations are discussed.
AB - Monitoring and control are key components of self-regulated learning (SRL). Because students’ monitoring accuracy is often low, control of study behavior suffers as well and consequently, SRL often leads to suboptimal learning outcomes. It is thus imperative for SRL-research to investigate ways to improve students’ monitoring accuracy. One effective instructional intervention consists of training students’ self-assessment (monitoring) and task-selection (control) skills with ‘video modeling examples’, in which another person (the model) demonstrates and explains the cyclical process of task performance, self-assessment, and task-selection. However, even after this training, students’ self-assessments remain inaccurate. Therefore, the present study investigated whether scaffolding self-assessments with accuracy feedback in addition to the training, would improve the accuracy of their concurrent task-selection, as well as their future self-assessment and task-selection decisions in the absence of the feedback. Contrary to our hypothesis however, self-assessment accuracy feedback did not affect concurrent task-selection accuracy and even led to less accurate future self-assessments. Possible explanations are discussed.
M3 - Paper
ER -