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Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving
ARTICLE

, , , Institute of Psychology ; , Department of Educational Development and Research ; , Institute of Psychology

Learning and Instruction Volume 33, Number 1, ISSN 0959-4752 Publisher: Elsevier Ltd

Abstract

Both retrospective and prospective monitoring are considered important for self-regulated learning of problem-solving skills. Retrospective monitoring (or self-assessment; SA) refers to students' assessments of how well they performed on a problem just completed. Prospective monitoring (or Judgments of Learning; JOLs) refers to students' judgments about how well they will perform on a (similar) problem on a future test. We investigated whether secondary education students' SA accuracy could be improved by training (Experiment 1 and 2), or by providing assessment standards (Experiment 2), and whether this would also affect the accuracy of JOLs. Accurate assessment of past performance might provide a good cue for judging future performance. Both Experiment 1 and 2 showed no effect of training on SA or JOL accuracy, but SA and JOLs were positively correlated with each other and negatively with effort. Providing standards did improve SA and JOL accuracy on identical problems, and performance on all problems.

Citation

Baars, M., Vink, S., van Gog, T., de Bruin, A. & Paas, F. (2014). Effects of training self-assessment and using assessment standards on retrospective and prospective monitoring of problem solving. Learning and Instruction, 33(1), 92-107. Elsevier Ltd. Retrieved June 26, 2019 from .

This record was imported from Learning and Instruction on January 29, 2019. Learning and Instruction is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.learninstruc.2014.04.004

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