Using a practice testing paradigm, this study examined the effects of item feedback on learners' metacomprehension and monitoring judgments before, during, and after comprehension testing. Participants (N = 294) were randomly assigned to one of three conditions: a feedback, no feedback, and control condition. Participants completed an assessment of prior knowledge, read a 1000-word science text, and completed a measure of reading strategies. They also provided metacomprehension, item-level, and postdictive judgments of performance across comprehension testing. Measures of bias were calculated for each set of judgments. Results indicated that correctness feedback engendered less bias in learners' metacomprehension judgments but greater bias in item-level and postdictive judgments. Conditional and serial indirect effects were significant for those in the feedback condition. Findings provide evidence of positive but also differentiated effects of item feedback on students' monitoring bias. Unguided feedback may induce metacognitive bias during and after testing experiences in the context of text learning.

本研究使用实践测试范式，研究了项目反馈对理解测试之前，之中和之后学习者的元理解和监控判断的影响。参加人数 = 294）随机分配给以下三个条件之一：反馈，无反馈和控制条件。参与者完成了对先验知识的评估，阅读了1000字的科学教科书，并完成了一些阅读策略。他们还提供了综合理解测试中项目的元理解，项目级别和性能的预测性判断。为每组判断计算偏倚量度。结果表明，正确性反馈在学习者的元理解判断中产生的偏见较少，但在项目层次和预测性判断中的偏见较大。条件和串行间接影响对于处于反馈状态的人而​​言是显着的。调查结果提供了项目反馈对学生的监控偏向的积极但有区别的影响的证据。