Abstract
This study investigates whether students in upper-division economics courses can meaningfully recognize their learning gains over time, independent of instructor-assigned grades. Using a repeated quiz design grounded in authentic assessment, students engaged with real-world economic articles before formal instruction and again after substantial course content had been delivered. Students evaluated their responses from both rounds, while instructors independently assessed the same work. Results show that students not only perceived significant learning gains but also became more accurate in assessing their own performance over time. Additionally, early self-perceptions appear to modestly predict later outcomes, while the largest learning gains occurred among initially weaker students. Qualitative reflections reinforce the empirical findings, emphasizing increased metacognitive awareness. These findings highlight the pedagogical value of self-assessment as a tool for fostering reflective learning and metacognitive development in economics education.
Recommended Citation
(2026)
"Student Recognition of Learning Gains: Evidence from Pre- and Post-Instruction Quizzes,"
Journal of Economics and Finance Education: Vol. 24:
Iss.
1, Article 5.
Available at:
https://scholarship.rollins.edu/jefe/vol24/iss1/5
