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

Learning and Instruction

Volumn 33, Issue , 2014, Pages 92-107

  Baars, Martine ^a   Vink, Sigrid ^a   van Gog, Tamara ^a   de Bruin, Anique ^b   Paas, Fred ^a,c  

^a ERASMUS UNIVERSITY ROTTERDAM   (Netherlands)

^b MAASTRICHT UNIVERSITY   (Netherlands)

^c UNIVERSITY OF WOLLONGONG   (Australia)

Author keywords

Judgments of learning; Monitoring accuracy; Problem solving; Self assessment; Worked examples

Indexed keywords

EID: 84901218335     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/j.learninstruc.2014.04.004     Document Type: Article

References (47)

1. Alexander P.A. Calibration: what is it and shy it matters? An introduction to the special issue on calibrating calibration. Learning and Instruction 2013, 24:1-3. 10.1016/j.learninstruc.2012.10.003.
2. Atkinson R.K., Derry S.J., Renkl A., Wortham D. Learning from examples: instructional principles from the worked examples research. Review of Educational Research 2000, 70:181-214. 10.3102/00346543070002181.
3. Baars M., Gog T., Bruin A., Paas F. Effects of problem solving after worked example study on primary school children's monitoring accuracy. Applied Cognitive Psychology 2014, 28:382-391. 10.1002/acp.3008.
4. Baars M., Visser S., Van Gog T., De Bruin A., Paas F. Completion of partially worked-out examples as a generation strategy for improving monitoring accuracy. Contemporary Educational Psychology 2013, 38:395-406.
5. Bjork R.A. Assessing our own competence: heuristics and illusions. Attention and performance XVII. Cognitive regulation of performance: Interaction of theory and application 1999, 435-459. MIT Press, Cambridge, MA. D. Gopher, A. Koriat (Eds.).
6. Butler D.L., Winne P.H. Feedback and self-regulated learning: a theoretical synthesis. Review of Educational Research 1995, 65:245-281. 10.3102/00346543065003245.
7. De Bruin A.B.H., Rikers R.M.J.P., Schmidt H.G. Monitoring accuracy and self-regulation when learning to play a chess endgame. Applied Cognitive Psychology 2005, 19:167-181. 10.1002/acp.1109.
8. De Bruin A.B.H., Rikers R.M.J.P., Schmidt H.G. Improving metacomprehension accuracy and self-regulation when learning to play a chess endgame: the effect of learner expertise. European Journal of Cognitive Psychology 2007, 19(4-5):671-688. 10.1080/09541440701326204.
9. De Bruin A.B.H., Thiede T., Camp G., Redford J. Generating keywords improves metacomprehension and self-regulation in elementary and middle school children. Journal of Experimental Child Psychology 2011, 109:294-310. 10.1016/j.jecp.2011.02.005.
10. De Bruin A., Van Gog T. Improving self-monitoring and self-regulation: from cognitive psychology to the classroom. Learning and Instruction 2012, 22:245-252. 10.1016/j.learninstruc.2012.01.003.
11. Dunlosky J., Lipko A.R. Metacomprehension: a brief history and how to improve its accuracy. Current Directions in Psychological Science 2007, 16:228-232. 10.1111/j.1467-8721.2007.00509.
12. Dunlosky J., Rawson K., McDonald S. Influence of practice tests on the accuracy of predicting memory performance for paired associates, sentences, and text material. Applied metacognition 2002, 68-92. Cambridge University Press, Cambridge, England. T. Perfect, B. Schwartz (Eds.).
13. Dunning D., Johnson K., Erlinger J., Kruger J. Why people fail to recognize their own incompetence. Current Directions in Psychological Science 2003, 12:83-87. 10.1111/1467-8721.01235.
14. Dweck C.S., Leggett E.L. Asocial-cognitive approach to motivation and personality. Psychological Review 1988, 95(2):256-273. 10.1037/0033-295X.95.2.256.
15. Dweck C.S., Master A. Self-theories and motivation. Handbook of motivation in school 2009, 123-140. Taylor Francis, New York. K.R. Wentzel, A. Wigfield (Eds.).
16. Elliot A.J. Aconceptual history of the achievement goal construct. Handbook of competence and motivation 2005, 52-72. Guilford Press, New York. A. Elliot, C. Dweck (Eds.).
17. Finn B., Metcalfe J. The role of memory for past test in the underconfidence with practice effect. Journal of Experimental Psychology 2007, 33:238-244. 10.1037/0278-7393.33.1.238.
18. Griffin T.D., Jee B.D., Wiley J. The effects of domain knowledge on metacomprehension accuracy. Memory & Cognition 2009, 37:1001-1013. 10.3758/MC.37.7.1001.
19. Griffin T.D., Wiley J., Thiede K.W. Individual differences, rereading, and self-explanation: concurrent processing and cue validity as constraints on metacomprehension accuracy. Memory & Cognition 2008, 36:93-103. 10.3758/MC.36.1.93.
20. Kirschner F., Paas F., Kirschner P.A. Individual and group-based learning from complex cognitive tasks: effects on retention and transfer efficiency. Computers in Human Behavior 2009, 25:306-314. 10.1016/j.chb.2008.12.008.
21. Koriat A. Monitoring one's own knowledge during study: a cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General 1997, 126:349-370. 10.1037/0096-3445.126.4.349.
22. Koriat A., Ackerman R., Lockl K., Schneider W. The easily learned, easily remembered heuristic in children. Cognitive Development 2009, 24:169-182. 10.1016/j.cogdev.2009.01.001.
23. Koriat A., Ackerman R., Lockl K., Schneider W. The memorizing effort heuristic in judgments of learning: a developmental perspective. Journal of Experimental Child Psychology 2009, 102:265-279. 10.1016/j.jecp.2008.10.005.
24. Kostons D., Van Gog T., Paas F. Training self-assessment and task-selection skills: a cognitive approach to improving self-regulated learning. Learning and Instruction 2012, 22:121-132. 10.1016/j.learninstruc.2011.08.004.
25. Lipko A.R., Dunlosky J., Hartwig M.K., Rawson K.A., Swan K., Cook D. Using standards to improve middle-school students' accuracy at evaluating the quality of their recall. Journal of Experimental Psychology: Applied 2009, 15:307-318. 10.1037/a0017599.
26. Maki R.H. Test predictions over text material. Metacognition in educational theory and practice 1998, 117-144. Erlbaum, Mahwah, NJ. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).
27. Maki R.H., Shield M., Wheeler A.E., Zacchilli T.L. Individual differences in absolute and relative metacomprehension accuracy. Journal of Educational Psychology 2005, 97:723-731. 10.1037/0022-0663.97.4.723.
28. Mengelkamp C., Bannert M. Accuracy of confidence judgments: stability and generality in the learning process and predictive validity for learning outcome. Memory & Cognition 2010, 38:441-451. 10.3758/MC.38.4.441.
29. Merkt M., Weigand S., Heier A., Schwan S. Learning with videos vs. learning with print: the role of interactive features. Learning and Instruction 2011, 21:687-704. 10.1016/j.learninstruc.2011.03.004.
30. Metcalfe J. Metacognitive judgments and control of study. Current Directions in Psychological Science 2009, 18:159-163. 10.1111/j.1467-8721.2009.01628.x.
31. Metcalfe J., Finn B. Familiarity and retrieval processes in delayed judgments of learning. Journal of Experimental Psychology: Learning, Memory, and Cognition 2008, 34:1087-1097. 10.1037/a0012580.
32. Muthén L.K., Muthén B.O. Mplus user's guide 1998-2010, 6th ed.
33. Nelson T.O., Dunlosky J. When people's judgments of learning (JOLs) are extremely accurate at predicting subsequent recall: the "delayed-JOL effect". Psychological Science 1991, 2:267-270. 10.1111/j.1467-9280.1991.tb00147.x.
34. Paas F. Training strategies for attaining transfer of problem-solving skill in statistics: a cognitive-load approach. Journal of Educational Psychology 1992, 84:429-434. 10.1037/0022-0663.84.4.429.
35. Rawson K., Dunlosky J. Improving students' self-evaluation of learning for key concepts in textbook materials. European Journal of Cognitive Psychology 2007, 19:559-579. 10.1080/09541440701326022.
36. Renkl A. Toward an instructionally oriented theory of example based learning. Cognitive science 2014, 38:1-37. 10.1111/cogs.12086.
37. Rhodes M.G., Tauber S.K. The influence of delaying judgments of learning on metacognitive accuracy: a meta-analytic review. Psychological Bulletin 2011, 137:131-148. 10.1037/a0021705.
38. Schraw G. Aconceptual analysis of five measures of metacognitive monitoring. Metacognition and Learning 2009, 4:33-45. 10.1007/s11409-008-9031-3.
39. Serra M.J., Metcalfe J. Effective implementation of metacognition. Handbook of metacognition and education 2009, 278-298. Routledge, New York. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).
40. Sweller J., Van Merriënboer J.J.G., Paas F. Cognitive architecture and instructional design. Educational Psychology Review 1998, 10:251-296. 10.1023/A:1022193728205.
41. Thiede K.W., Anderson M.C.M. Summarizing can improve metacomprehension accuracy. Contemporary Educational Psychology 2003, 28:129-160. 10.1016/S0361-476X(02)00011-5.
42. Thiede K.W., Anderson M.C.M., Therriault D. Accuracy of metacognitive monitoring affects learning of texts. Journal of Educational Psychology 2003, 95:66-73. 10.1037/0022-0663.95.1.66.
43. Thiede K.W., Dunlosky J., Griffin T.D., Wiley J. Understanding the delayed-keyword effect on metacomprehension accuracy. Journal of Experimental Psychology: Learning, Memory, and Cognition 2005, 31:1267-1280. 10.1037/0278-7393.31.6.1267.
44. Thiede K.W., Griffin T.D., Wiley J., Anderson M.C.M. Poor metacomprehension accuracy as a result of inappropriate cue use. Discourse Processes 2010, 47:331-362. 10.1080/01638530902959927.
45. Thiede K.W., Griffin T.D., Wiley J., Redford J.S. Metacognitive monitoring during and after reading. Handbook of metacognition and self-regulated learning 2009, Erlbaum, Mahwah, NJ. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).
46. Van Gog T., Rummel N. Example-based learning: integrating cognitive and social-cognitive research perspectives. Educational Psychology Review 2010, 22:155-174. 10.1007/s10648-010-9134-7.
47. Winne P.H., Hadwin A.F. Studying as self-regulated learning. Metacognition in educational theory and practice 1998, 277-304. LEA, Hillsdale, NJ. D.J. Hacker, J. Dunlosky, A.C. Graesser (Eds.).