How to Foster Self-Assessment Accuracy? A Three-Level Meta-Analysis of Feedback Interventions

• In Event: Sunday Roundtable 9:45 am
  In Roundtable Session: Exploring Self- and Peer-Assessment (Table 13)

Abstract

Self-assessment accuracy is crucial for students learning processes and performance and can be fostered through different types of feedback. But there is a significant gap in the literature that compares their effects. To address this desiderate, this study investigates the effects of different feedback types on students' self-assessment accuracy, including Knowledge of Result feedback (KR), Knowledge of Correct Response feedback (KCR), Elaborated Feedback (EF), and Rubrics. A three-level meta-analysis with random effects of 43 studies involving 2828 participants was conducted. The results showed that KR had the largest effect on self-assessment accuracy (g = .72), while EF had the smallest (g = .33). Further analyses could not find any significant moderator. Findings and limitations are discussed.

Authors

• Lucas Wilhelm Liebenow, Leibniz Institute for Science and Mathematics Education

• Johanna Fleckenstein, Hildesheim University

• Jennifer Meyer, University of Vienna