How do i do? Investigating effects of expertise and performance‐process records on self‐assessment

Danny D.N.M. Kostons · Tamara van Gog · FRED G. W. C. PAAS

56 citations0/0 files storedApplied Cognitive Psychology

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Sport Psychology and Performance Student Assessment and Feedback Memory Processes and Influences

Abstract

Abstract This study investigated the effects of expertise and cues of the performance‐process on self‐assessment, using a 2 × 2 factorial design with factors ‘Expertise’ (Lower vs. Higher) and ‘Performance‐Process Cue’ (Cued vs. Non‐cued). The cues, consisting of replays of integrated records of participants' eye movements and actions on the computer screen, were hypothesised to help the lower expertise group to remember and the higher expertise group to evaluate their task performance, by allowing them to review both physical actions (reflected in mouse/keyboard operations) and cognitive actions (reflected in eye movements) made during task performance. The results were in line with this hypothesis. Implications of these findings for self‐assessment theory and the use of eye tracking recordings as a performance‐process cue are discussed. Copyright © 2008 John Wiley & Sons, Ltd.

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1998Eye movements in reading and information processing: 20 years of research.2002Becoming a Self-Regulated Learner: An Overview 1998Cognitive Architecture and Instructional Design 1991Meta-Analytic Procedures for Social Research 2005Cognitive Load Theory and Complex Learning: Recent Developments and Future Directions 2003The Expertise Reversal Effect 2004Flawed Self-Assessment 2000Sustainable Assessment: Rethinking assessment for the learning society

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