Effects of self-assessment feedback on self-assessment and task-selection accuracy

Abstract

Effective self-regulated learning in settings in which students can decide what tasks to work on, requires accurate self-assessment (i.e., a judgment of own level of performance) as well as accurate task selection (i.e., choosing a subsequent task that fits the current level of performance). Because self-assessment accuracy is often low, task-selection accuracy suffers as well and, consequently, self-regulated learning can lead to suboptimal learning outcomes. Recent studies have shown that a training with video modeling examples enhanced self-assessment accuracy on problem-solving tasks, but the training was not equally effective for every student and, overall, there was room for further improvement in self-assessment accuracy. Therefore, we investigated whether training with video examples followed by feedback focused on selfassessment accuracy would improve subsequent self-assessment and task-selection accuracy in the absence of the feedback. Experiment 1 showed, contrary to our hypothesis, that selfassessment feedback led to less accurate future self-assessments. In Experiment 2, we provided students with feedback focused on self-assessment accuracy plus information on the correct answers, or feedback focused on self-assessment accuracy, plus the correct answers and the opportunity to contrast those with their own answers. Again, however, we found no beneficial effect of feedback on subsequent self-assessment accuracy. In sum, we found no evidence that feedback on self-assessment accuracy improves subsequent accuracy. Therefore, future research should address other ways improving accuracy, for instance by taking into account the cues upon which students base their self-assessments. Keywords Self-regulated learning. Problemsolving. Self-assessment. Task-selection. Feedback Students in secondary education are increasingly required to learn how to self-regulate their learning, because self-regulating your learning is considered imperative for learning in higher education and workplace settings (Bransford et al. 2000). Most models assume self-regulated learning to be a cyclical process proceeding "...from some kind of a preparatory or preliminary

Correlating self-efficacy with self-assessment in an undergraduate interpreting classroom: How accurate can students be?

“…Research abounds regarding the driving power of SA to self-efficacy (e.g., Brown & Harris, 2013;Kissling, E. & O' Donnell, 2015;McMillan & Hearn, 2008;Panadero et al, 2012Panadero et al, , 2013Panadero et al, , 2017Reybroeck et al, 2017), but studies on the reverse direction are scarce. Limited research reports divergent and inconclusive results as to whether and how self-efficacy informs SA (Chemers et al, 2001;Ivars et al, 2014;Shaban et al, 2016) despite the increasing recognition that accurate SA leads to accurate task selection, thus conducive to self-regulated learning and improved learning outcomes (Brown & Harris, 2013;McMillan & Hearn, 2008;Raaijmakers et al, 2019).…”

Effect of presentation style and problem-solving attempts on metacognition and learning from solution videos

“…Finally, prior work has demonstrated that providing students with instruction and training in making accurate self-assessment leads to better performance and greater monitoring accuracy [98,99], but providing students with only feedback on their accuracy can lead to greater overconfidence and less effective metacognitive control [100]. Given these findings, future work should investigate the effect that metacognitive training and feedback has on the ways in which students interact with solution videos.…”

One Size Does Not Fit All: Individuality and Perceptions of Improvement and Satisfaction Among TE Students

“…Student self-assessment as a whole remains a topic of legitimate contention [2], and there are numerous issues warranting closer inspection [35]. However, under proper conditions, self-assessment results can generally be deemed reliable, with the ability of responders to participate critically in the assessment process tracking with age [39], experience [36], and ability [13]. Overestimation has long been determined to be more likely when the learner's grade is linked to the result of the self-assessment [7]; this factor is moot in the present study, as neither participation nor the responses in the survey had any effect on the course evaluation.…”