ICLS_2008_DKO

1
Self-Assessment and Task Selection Training Danny
Kostons, Tamara van Gog, Fred Paas
In learner-controlled instruction, novices often
misassess performance and do not select tasks
that are optimal for learning. Uncovering
cognitive mechanisms underlying successful
self-assessment and task selection practices may
lead to effective training for novices.
Study 1 Cognitive load and/or low knowledge of
criteria may influence self-assessment. 2
(expertise) x 2 (cue) design examined what the
effects of an eye tracking cue was on
self-assessment criteria. Results showed novices
did not use more criteria with cue, but more
advanced learners did. In general, novice
learners used only very limited criteria.
Study 2 In order to see what more effective
learners do differently from less effective
learners, two classes of biology students went
through a learning environment in which they had
to select a task (5 complexity levels, 3 support
types, various topics), perform that task, and
self-assess their performance (with criteria
based on results experiment 1). Think aloud was
used to gain insight into thought processes. Log
files of choices and assessments were used to
investigate differences.
Future directions from experiment 2, a training
will be developed that is aimed at fostering
self-assessment and task selection skills in
novices. In a third study, parts of this training
will be tested separately, to test for
effectiveness. In a fourth study, the training as
a whole will be implemented, and measured on
short term and long term effectiveness on
learning and acquiring self-regulated learning
competence.