Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning

Rivers, Michelle L.

doi:10.1007/s10648-020-09578-2

Cited by 56 publications

(50 citation statements)

References 210 publications

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“…It is possible that students completed the practice test too close to the exam to affect their study strategies and calibration. Learners also tend to test themselves only under conditions that encourage retrieval success ( 36 ). It is possible that the lowest-performing students in the class engaged in fewer of the available alternative practice activities because they were not confident that they could be successful.…”

Section: Discussionmentioning

confidence: 99%

“…First, it is possible that the learner characteristics of those who completed practice tests differed from those of students who did not. For example, students who completed the practice tests may have been more likely to believe that they could be successful ( 36 ). Students who completed practice tests could have had higher levels of metacognitive knowledge and regulation than others.…”

Section: Discussionmentioning

confidence: 99%

“…The finding that testing is superior to restudying, called the testing effect or retrieval practice effect, is supported by robust empirical evidence ( 31 – 35 ). The contribution to long-term memory is not the only benefit of testing during learning: tests can also serve as a monitoring tool by giving students feedback about their level of understanding ( 36 ). Based on these findings, the use of testing as a learning strategy has been encouraged ( 31 – 37 ).…”

Section: Calibration and The Dunning-kruger Effectmentioning

confidence: 99%

See 2 more Smart Citations

Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course

Osterhage

2021

J Microbiol Biol Educ.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Calibration and The Dunning-kruger Effectmentioning

confidence: 99%

See 1 more Smart Citation

Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course

Osterhage

2021

J Microbiol Biol Educ.

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“…Therefore, we didn't find final exams. According to [27], exams increase learner anxiety. In our case exams were replaced by auto evaluation throw quizzes, scheduling collaborative activities and debates to encourage discussion and sharing of ideas and experiences.…”

Section: Data Explorationmentioning

confidence: 99%

Learning Analytics Metrics into Online Course’s Critical Success Factors

Mourali¹,

Agrebi²,

Farhat³

et al. 2021

Advances in Intelligent Systems and Computing

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E-learning has gained tremendous popularity. In recent decades, major universities all over the world offer online courses aiming to support student learning performance, yet often exhibit low completion rates. Faced with the challenge of decreasing learners' dropout rates, e-learning communities are increasingly in need to improve trainings. Machine learning and data analysis have emerged as powerful methods to analyze educational data. They can therefore empower the Technology Enhanced Learning Environments (TELEs). Many research projects have interest in understanding dropout factors related to learners, but few works are committed to refine pedagogical content quality. To address this problem, this paper proposes descriptive statistics analysis to evaluate e-course factors contributing to its success. We take up, at first, the task of analyzing a sample of successful online courses. Then, we manage to identify features that are able to attract a large number of learners, meet their needs and improve their satisfaction. We report findings of an exploratory study that investigates the relationship between course success and the strategy of pedagogical content creation.

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“…Effekte von Abrufübungen auf die Genauigkeit metakognitiven MonitoringsNeben den abrufbedingten Effekten auf Verfügbarkeit und Transfer von Wissen gibt es auch Belege dafür, dass Abrufübungen die Genauigkeit des metakognitiven Monitorings verbessern können(Rivers 2020). Metakognitives Monitoring bezeichnet die Überwachung des eigenen Lernprozesses und wird oft anhand voraus-oder rückschauender subjektiver Einschätzungen von Lernprozessen und -ergebnissen beurteilt.…”

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Testen als evidenzbasierte Lernmethode: Empirische und theoretische Gründe für eine Anwendung im Unterricht

Barenberg

Dutke

2021

Unterrichtswiss

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ZusammenfassungIn Schule und Hochschule werden Tests meist als Instrument zur Leistungsüberprüfung und -bewertung eingesetzt. Dabei weisen Ansätze des evidenzbasierten Lehrens und Lernens darauf hin, dass Testen als Abrufübung auch zur Lernförderung eingesetzt werden können. Es werden drei Argumente erörtert, die für eine Anwendung von Abrufübungen als Lernmethode in der Unterrichtspraxis sprechen: (1) Entwicklung der Testeffektforschung von Laborkontexten zu Anwendungskontexten sowie direkte Effekte des Testens auf (2) den Transfer von Wissen und (3) auf unterrichtsrelevante, metakognitive Prozesse. Abschließend werden sowohl Schlussfolgerungen für die Umsetzung von Abrufübungen im Unterricht beschrieben als auch Konsequenzen für den Wissenschafts-Praxis-Transfer diskutiert.

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Metacognition About Practice Testing: a Review of Learners’ Beliefs, Monitoring, and Control of Test-Enhanced Learning

Cited by 56 publications

References 210 publications

Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course

Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course

Learning Analytics Metrics into Online Course’s Critical Success Factors

Testen als evidenzbasierte Lernmethode: Empirische und theoretische Gründe für eine Anwendung im Unterricht

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