Improving (meta)comprehension: Feedback and self-assessment

IF 4.7 1区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Stephanie L. Hepner , Sophie Oudman , Trevor E. Carlson , Janneke van de Pol , Tamara van Gog
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引用次数: 0

Abstract

Background

Monitoring is important for self-regulated learning from text, but is often inaccurate. Completing causal diagrams after reading texts has been shown to improve monitoring accuracy.

Aims

We investigated whether providing one or two model answer diagrams and self-assessment instructions would improve learners' monitoring accuracy, regulation accuracy, and text comprehension. Because little is known about how accurately learners who are reading in a language other than their home language monitor their comprehension, we also explored whether effects differed between readers who have English or another language as their home language.

Sample

Participants were 258 secondary school students at international schools in Singapore and Spain; 103 spoke a language other than English at home.

Methods

Participants read 4 texts, completed diagrams on these texts, monitored comprehension, took a first comprehension test, self-assessed their diagram under one of 6 conditions resulting from a 3 (model answer: 0, 1, 2) x 2 (self-assessment instructions: yes, no) design, made restudy decisions, made monitoring judgments, and completed a final comprehension test.

Results

Comprehension benefitted most when learners had access to two model answers. There were no effects of model answers or self-assessment instructions on monitoring accuracy. Regulation accuracy improved with model answers combined with self-assessment instructions. There was no differential effect of home language.

Conclusions

This study supports prior research showing the benefit of model answer diagrams on comprehension. Yet, improvements in regulation accuracy suggest that model answers combined with self-assessment instructions support more effective self-regulated learning behaviors.

提高(元)理解能力:反馈和自我评估
背景监测对自我调节的文本学习很重要,但监测往往不准确。目的我们研究了提供一个或两个示范答案图和自我评估指导是否会提高学习者的监控准确性、调节准确性和文本理解能力。由于人们对以母语以外的语言进行阅读的学习者如何准确地监控自己的理解能力知之甚少,我们还探讨了以英语或其他语言为母语的阅读者之间的效果是否存在差异。方法参与者阅读 4 篇课文,在这些课文上完成图表,监测理解情况,进行第一次理解测试,在 3(示范答案:0、1、2)×2(自我评估说明:是、否)设计的 6 种条件之一下对自己的图表进行自我评估,做出重新学习的决定,进行监测判断,并完成最后的理解测试。示范答案或自我评估指导对监控准确性没有影响。当示范答案与自我评估指导相结合时,监控的准确性有所提高。本研究支持了先前的研究,这些研究显示了示范答案图对理解能力的益处。然而,调节准确性的提高表明,将示范答案与自我评估指导相结合可支持更有效的自我调节学习行为。
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来源期刊
CiteScore
11.30
自引率
4.80%
发文量
109
期刊介绍: As an international, multi-disciplinary, peer-refereed journal, Learning and Instruction provides a platform for the publication of the most advanced scientific research in the areas of learning, development, instruction and teaching. The journal welcomes original empirical investigations. The papers may represent a variety of theoretical perspectives and different methodological approaches. They may refer to any age level, from infants to adults and to a diversity of learning and instructional settings, from laboratory experiments to field studies. The major criteria in the review and the selection process concern the significance of the contribution to the area of learning and instruction, and the rigor of the study.
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