Self-Assessment and Remediation Using Cognitive Structure Analysis Greatly
Improve Test Performance in 9th Grade Marketing Students

Gayatri Mishra; John Leddo

doi:10.46609/IJSSER.2026.v11i09.043

Title: Self-Assessment and Remediation Using Cognitive Structure Analysis Greatly Improve Test Performance in 9th Grade Marketing Students
Authors: Gayatri Mishra and John Leddo
Journal: International Journal of Social Science and Economic Research (IJSSER) ISSN: 2455-8834 Volume: 11 Issue: 9 Publication Date: September 2026 DOI: 10.46609/IJSSER.2026.v11i09.043
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Gayatri Mishra1 and John Leddo1,2,3 1. MyEdMaster, LLC, Virginia, USA 2. METY Technology, Inc., Virginia, USA 3. METY Foundation, Virginia, USA
MLA 8 Mishra, Gayatri, and John Leddo. "Self-Assessment and Remediation Using Cognitive Structure Analysis Greatly Improve Test Performance in 9th Grade Marketing Students." Int. j. of Social Science and Economic Research, vol. 11, no. 9, Sept. 2026, pp. 5178-5192, doi.org/10.46609/IJSSER.2026.v11i09.043. Accessed Sept. 2026. APA 6 Mishra, G., & Leddo, J. (2026, September). Self-Assessment and Remediation Using Cognitive Structure Analysis Greatly Improve Test Performance in 9th Grade Marketing Students. Int. j. of Social Science and Economic Research, 11(9), 5178-5192. Retrieved from https://doi.org/10.46609/IJSSER.2026.v11i09.043 Chicago Mishra, Gayatri, and John Leddo. "Self-Assessment and Remediation Using Cognitive Structure Analysis Greatly Improve Test Performance in 9th Grade Marketing Students." Int. j. of Social Science and Economic Research 11, no. 9 (September 2026), 5178-5192. Accessed September, 2026. https://doi.org/10.46609/IJSSER.2026.v11i09.043.
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ABSTRACT: Low student performance continues to plague educational systems around the world. The US, for example, has invested billions of dollars in educational reform over the past 50 years in the hope of dramatically raising student achievement but with little to show for this investment. Our previous research shows that Cognitive Structure Analysis-based assessment greatly improves student performance and can bridge the racial achievement gap between Black/Hispanic and White/Asian students. The present study seeks to replicate these findings with 9th grade students in a high school marketing class. Students in the class were taught by their teacher. In the next class, they were given a test on the material. After the test, all students were told to review the material in preparation for a retake of the test. Half were given a self-assessment template to use. During the next class, students retook the test. Results showed that students who did not use the templates showed no improvement in their test scores, while those who used the self-assessment template improved, on average, by 11.6 percentage points. Moreover, Black/Hispanic students who used the template scored statistically equal on average to White/Asian students (88% vs. 89%, respectively). Results support previous self-assessment findings that a self-assessment method that takes 10 minutes to learn can dramatically improve student performance and lead to equal performance between Black/Hispanic and White/Asian students.

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