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2 references
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- Vol 5 RE: Chapters 6, 7, 14
self-regulated learningsubjective fluencyjudgments of learningretrieval practicespaced practicemetacognitive calibrationfeedback useJournal article Evidence summaryAt a glance
Bjork, Dunlosky, and Kornell review why learners often mismanage their own study.
Key ideas
People commonly use immediate performance and subjective fluency as evidence of learning, even though ease during practice may reflect short-lived accessibility rather than durable memory. Beliefs about learning influence strategy selection, and judgments of learning can be distorted by rereading, answer availability, recent success, or familiar presentation. Effective self-regulation requires distinguishing learning from performance, scheduling retrieval and spacing, using tests as learning events, learning from errors with feedback, and monitoring under conditions that resemble future use. The authors also examine educational and cultural practices that reward rapid, error-free performance and thereby reinforce illusions.
Why it matters
For educators, the review supports explicitly teaching how memory works, delaying judgments, using cumulative retrieval, and helping students compare predictions with later outcomes so they can calibrate study decisions.
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- Vol 5 RE: Chapter 15
sustainable assessmentformative assessmentself-regulated learningevaluative judgementfeedback literacyassessment designself-assessmentcalibrationJournal article Evidence summaryAt a glance
Boud and Soler revisit sustainable assessment: assessment designed not only to support current coursework but also to develop learners' capacity to meet future learning demands.
Key ideas
Reviewing how the idea evolved over fifteen years, they connect it with formative assessment, self-regulation, feedback, and students' ability to make informed judgements about the quality of their own work. Sustainable practice cannot depend indefinitely on teachers supplying corrective information; learners need opportunities to interpret standards, compare work with criteria, seek and use feedback, and calibrate their decisions. The authors argue that these capacities must be built across a programme rather than attached to isolated tasks.
Why it matters
For educators, the article recommends examining how assessment design contributes to long-term learning, creating repeated opportunities for evaluative judgement, and aligning present requirements with the kinds of decisions students will later make independently.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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