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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 10
- Vol 5 TE: App C
formative feedbackfeedback timingfeedback specificitytask-focused feedbackprocess-focused feedbackself-regulationstudent revisionfeedback useBook Evidence summaryAt a glance
Brookhart presents feedback as information that helps students understand a learning goal, judge their current work, and decide what to do next.
Key ideas
Effective feedback is timely enough to be used, specific without doing the thinking for the learner, and expressed in language the student can understand. It should focus on the task, the process used, or productive self-regulation rather than praise, comparison, or fixed personal qualities. The second edition examines feedback at several scales: individual oral and written comments, an episode of learning in which students act on information, and longer-term effects on learning and motivation. For educators, the book recommends matching amount and mode to the learner and task, describing strengths and a manageable next step, and building immediate opportunities for revision.
Why it matters
Feedback succeeds only when students interpret and use it to extend learning.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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