Developmental Characteristics And Influencing Factors Of Primary School Students' Judgment Bias On The Degree Of Test Strategy Learnin

Compared with repeated learning,the memory effect of testing after learning is better.This phenomenon is called test effect.However,the study found that the judgement of learning of the subjects under the condition of relearning was higher than that under the test condition.The characteristics of changes with age and influencing factors of this deviation phenomenon need to be further explored.In this study,students in grade 2,4 and 6 of primary school were selected as the subjects.Three experiments were conducted to investigate the bias of pupils ’judgment of learning by test strategy,developmental characteristics,and the effects of clarity of learning materials and feedback on this bias.In Study 1,we investigate whether there were bias in the judgment of learning by test strategies and its development in primary school students.The experiment adopted two factors: 3(grade:2,4,6)*2(learning strategy: test,relearning).The dependent variable was the judgment of learning and the recall accuracy rate,and the independent variable was grade and learning strategy.The results showed that in terms of recall accuracy,the scores of the test group and the restudy group were similar in second grade students,and the scores of the test group were higher than those of the restudy group in fourth and sixth grades.In the judgment of learning,the restudy group was higher than the test group in second and fourth grades,and the two groups in sixth grade were similar.This suggests that the testing effect is present from the fourth grade onwards;The underestimation effect of test strategy appeared in grade 2 and weakened in grade 6.In Study 2,based on the fluency mechanism of judgement of learning by test strategy,the influence of material clarity was investigated.The experiment adopted three factors: 3(Grade: 2,4,6)*2(learning strategy: test,relearning)*2(material clarity: clear,fuzzy).The independent variables were grade,material clarity and learning strategy.The dependent variable was the judgment of learning and the recall accuracy rate.The results showed that,when learning clear materials,the accuracy of recall was similar between the test group and the relearning group in second grade,while the test group was higher than the relearning group in fourth and sixth grade.In the judgment of learning,the restudy group was higher than the test group in second and fourth grade,and the two groups were similar in sixth grade.However,when learning fuzzy materials,the recall accuracy of the test group and the relearning group was similar in second grade,the fourth and sixth grade students showed that the test group was significantly higher than the relearning group,and in the judgment of learning,the three grades showed that the test group was significantly higher than the relearning group.This indicates that under the fuzzy material condition,the bias of pupils ’judgment of learning by test strategy disappears.In Study 3,the influence of providing answer feedback during test practice on the judgment of learning by test strategy bias were investigated.The experiment adopted two factors: 3(Grade:2,4,6)*3 Learning strategies(feedback test,without feedback test,relearning).The dependent variable is the judgment of learning and the accuracy of recall,and the independent variable is the grade and learning strategy.The results show that in the accuracy of recall,the scores of three groups in grade 2 students are similar.The fourth and sixth grade students showed that the score of the test group with answer feedback was significantly higher than that of the relearning group.In judgment of learning,answer feedback group and relearning group are similar,both higher than the test group in grade 2,answer feedback test group is higher than the restudy group,restudy group is higher than no answer feedback test group in fourth and sixth grade.This indicates that answer feedback weakens the bias in judgement of learning by test strategies.Research conclusion: Primary school students’ judgment of learning by test strategy bias gradually decreases with the increase of grade.This deviation can be reduced by reducing material clarity and providing answer feedback.Support the fluency mechanism of judgement of learning by test strategy bias.