Judging own and peer performance when using feedback in elementary school

Mariëtte Van Loon & Janneke Van De Pol
Children find it challenging to self-monitor the quality of their own test responses, and are typically overconfident. Inaccurate self-monitoring may not only be due to a metacognitive deficit, but also to self-protective biases. Therefore, monitoring peer performance and detecting others' errors may be easier than monitoring oneself. This study investigated 97 children's (52 fourth and 45 sixth grade) feedback use when scoring their own and their peers' concept learning. Children completed a concept-learning task, took...
This data repository is not currently reporting usage information. For information on how your repository can submit usage information, please see our documentation.