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Cited by 183Evaluation of Teaching PracticesMemory Processes and InfluencesStudent Assessment and Feedback

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On students’ (mis)judgments of learning and teaching effectiveness.

Carpenter, Shana K., Witherby, Amber E., Tauber, Sarah K.·2020·Journal of Applied Research in Memory and Cognition
DOI 10.1016/j.jarmac.2019.12.009
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Abstract

Students’ judgments of their own learning are often misled by intuitive yet false ideas about how people learn. In educational settings, learning experiences that minimize effort and increase the appearance of fluency, engagement, and enthusiasm often inflate students’ estimates of their own learning, but do not always enhance their actual learning. We review the research on these “illusions of learning,” how they can mislead students’ evaluations of the effectiveness of their instructors, and how students’ evaluations of teaching effectiveness can be biased by factors unrelated to teaching. We argue that the heavy reliance on student evaluations of teaching in decisions about faculty hiring and promotion might encourage teaching practices that boost students’ subjective ratings of teaching effectiveness, but do not enhance—and may even undermine—students’ learning and their development of metacognitive skills.

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  • The scaffolded, conversational nature of the AI tool may have created a strong subjective sense of mastery that did not fully translate to improved performance under traditional assessment conditions.

    “the scaffolded, conversational nature of the AI tool may have created a strong subjective sense of mastery that did not fully translate to improved performance under traditional assessment conditions”

    From Socratic Mind: Impact of a Novel GenAI-Powered Formative Assessment Tool on Student Learning and Higher-Order Thinking (2026) · cites this paper as Carpenter et al., 2020

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Authors
Carpenter, S. K., Witherby, A. E., & Tauber, S. K.
Affiliations
  • Iowa State University (US)
  • Texas Christian University (US)
Corresponding author
Carpenter, Shana K.
ORCID
Venue
Journal of Applied Research in Memory and Cognition
Publisher
American Psychological Association (APA)
Published
2020-06
Volume
9
Issue
2
Pages
137-151
ISSN
  • 2211-3681 (ISSN-L)
  • 2211-369X
DOI
10.1016/j.jarmac.2019.12.009
OpenAlex
W3006632020
Cited by
183
References
7
Citations by year
2026: 17 · 2025: 29 · 2024: 34 · 2023: 36 · 2022: 29 · 2021: 22 · 2020: 15
FWCI
32.80
Type
journal article
Language
en
Open access
closed
Licence
www.elsevier.com/tdm/userlicense/1.0/ (tdm)
Locations
Journal of Applied Research in Memory and Cognition (publishedVersion)
Funders
James S. McDonnell Foundation (220020483)
Topics
  • Social Sciences › Education › Evaluation of Teaching Practices
  • Life Sciences › Neuroscience › Cognitive Neuroscience › Memory Processes and Influences
  • Social Sciences › Education › Student Assessment and Feedback
Keywords
student evaluations of teaching, perceived learning, metacognition, teaching effectiveness, faculty hiring and promotion, metacognitive skills

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

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