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 self-assessment accuracy would improve subsequent self-assessment and task-selection accuracy in the absence of the feedback. Experiment 1 showed, contrary to our hypothesis, that self-assessment 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.
Highlights
Effective self-regulated learning in settings in which students can decide what tasks to work on, requires accurate self-assessment as well as accurate task selection
The findings from Experiment 1 showed that participants who received self-assessment feedback did not make more accurate task selections than participants in the control condition during the learning phase (Hypothesis 1); they made less accurate task selections
Receiving general self-assessment feedback even seemed to result in less accurate self-assessments than receiving no feedback
Summary
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). 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. Training self-regulated learning skills has been found to be effective for improving learners’ monitoring and control accuracy (e.g., Azevedo and Cromley 2004; Bol et al 2016; Kostons et al 2012). Students in the training condition reported using more metacognitive self-regulation (actual behavior was not measured) and their achievement was higher than that of students in the control condition Another type of self-regulated learning training focused on improving self-assessment (i.e., monitoring) and task-selection (i.e., control) skills in a learning environment in which students could choose their own problem-solving tasks. A cyclical model emerges proceeding from performance, through self-assessment, to task selection
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