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Self-assessment accuracy is crucial for effective learning and performance. However, learners tend to be inaccurate in their self-assessment, calling for effective interventions to increase their accuracy. Over the past three decades, research has shown that providing feedback can guide and improve self-assessment accuracy. However, the magnitude and heterogeneity of feedback effects on self-assessment accuracy have not been meta-analytically investigated. To address this research desiderate, we conducted a systematic review and a three-level meta-analysis with random effects to quantify the overall feedback effect and to examine potential moderator effects (characteristics of feedback, self-assessment, sample, and task). A total of 201 effect sizes involving 5,487 participants from 47 studies were included in the analysis. We found a significant overall effect (g = 0.34), indicating a positive impact of feedback on self-assessment accuracy. This effect was significantly moderated by the type of feedback information, where we found the largest effect for Knowledge of Result feedback (KR), followed by elaborated feedback (EF), Knowledge of Correct Response feedback (KCR), and feedback standards. Additionally, significant moderation effects were identified relating to self-assessment and sample characteristics. As a practical implication, we conclude that providing feedback can be an effective intervention to support self-assessment accuracy.
Liebenow et al. (Tue,) studied this question.