Item-Level Monitoring, Response Style Stability, and the Hard-Easy Effect

Autor/inn/en	Clariana, Roy B.; Park, Eunsung
Titel	Item-Level Monitoring, Response Style Stability, and the Hard-Easy Effect
Quelle	In: Educational Technology Research and Development, 69 (2021) 2, S.693-710 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Clariana, Roy B.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1042-1629
DOI	10.1007/s11423-021-09981-8
Schlagwörter	Feedback (Response); Cognitive Processes; Accuracy; Difficulty Level; Confidence Testing; Response Style (Tests); Cues; Test Items + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Antwortverhalten; Stichwort; Test content; Testaufgabe
Abstract	Cognitive and metacognitive processes during learning depend on accurate monitoring, this investigation examines the influence of immediate item-level knowledge of correct response feedback on cognition monitoring accuracy. In an optional end-of-course computer-based review lesson, participants (n = 68) were randomly assigned to groups to receive either immediate item-by-item feedback (IF) or no immediate feedback (NF). Item-by-item monitoring consisted of confidence self-reports. Two days later, participants completed a retention test (IF = NF, no significant difference). Monitoring accuracy during the review lesson was low, and contrary to expectations was significantly less with immediate feedback (IF < NF, Cohen's "d" = 0.62). Descriptive data shows that (1) monitoring accuracy can be attributed to cues beyond actual item difficulty, (2) a hard-easy effect was observed where item difficulty was related to confidence judgements as a non-monotonic function, (3) response confidence was predicted by the Coh-Metrix dimension "Word Concreteness" in both the IF and NF treatments, and (4) significant autocorrelations (hysteresis) for confidence measures were observed for NF but not for IF. It seems likely that monitoring is based on multiple and sometimes competing cues, the salience of each relates in some degree to content difficulty, but that the stability of individual response styles plays a substantive role in monitoring. This investigation shows the need for new applications of technology for monitoring multiple measures on the fly to better understand SRL processes to support all learners. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01