But I thought I knew that: using confidence estimation as a debiasing technique to improve classroom performance

Abstract

Our assessments of how much we know about a particular topic can be a}ected by our con_dence in our knowledge[ Research in judgement and decision making has shown that people are generally overcon_dent in their judgements or decisions\ and that this bias can be reduced with training[ We present two studies designed to assess whether debiasing can be accomplished in a classroom setting and whether it has practical value for students[ In Experi! ment 0 simply providing con_dence estimates as questions were answered was enough to debias students in a series of course!related quizzes[ In Experiment 1\ weekly quizzes were given in a computer!administered format[ Students were given feedback for each question as it was completed[ We found that accuracy on quizzes improved as con_dence declined[ We also found that students performed better in the course when they received debiasing training[ We suggest that debiasing training prompted students to develop and use metacognitive skills that allowed them to assess their knowledge more accurately[ Given this\ training for these skills has practical value in the classroom[

Atmosphere-related environmental problems diagnostic test: A validation study in Bosnia and Herzegovina university student

“…Although students' overall understandings of atmosphere-related environmental problems were very low, their confidence level were above moderate (M=3,26;SD=0,19). Overconfidence obtain in this study is in line with findings in other study in domain of psychology (Pallier et al, 2002;Renner & Renner, 2001) and educational study (Arslan et al, 2012;Caleon & Subramaniam, 2010;Taslidere, 2016).…”

Atmosphere-related environmental problems diagnostic test: A validation study in Bosnia and Herzegovina university student

“…Although students' overall understandings of atmosphere-related environmental problems were very low, their confidence level were above moderate (M=3,26;SD=0,19). Overconfidence obtain in this study is in line with findings in other study in domain of psychology (Pallier et al, 2002;Renner & Renner, 2001) and educational study (Arslan et al, 2012;Caleon & Subramaniam, 2010;Taslidere, 2016).…”

The Role of Self Efficacy in Improving Student Metacognitive Skills

“…The results of this study are in line with the research by Moores, Chang & Smith (2006) which states that self-efficacy and metacognition are different but interrelated constructs. The results of this study are in line (Renner and Renner, 2001) which state the importance of self-managed learning with an understanding of metacognition (self-monitoring and selfregulation) that illustrates eight dimensions of metacognition (including selfefficacy, self-awareness, reason, self-monitoring, determination goals, choices, self-motivation, attribution). The results of this study are also in line with research by Magno (2009) which mentioned that students who have high ability in schools are more confident (self-efficacy) in their abilities and successful in monitoring and implementing their goals (metacognition).…”

Visualising alignment to support students’ judgment of confidence in open learner models

“…This result is consistent with prior research where the OLM showed both knowledge and confidence ratings, which promoted learner reflection Bull and Pain 1995) and helped students reduce the number of discrepancies (misalignment) between their performance and their confidence . The result is also consistent with prior research where students who received feedback about their performance and their confidence had more accurate confidence than those who only received feedback about their performance (Renner and Renner 2001;Callender et al 2016).…”

“…The result also confirms prior findings that practising confidence judgement and using internal feedback can enhance selfregulated learning (Butler and Winne 1995) in a new instructional domain. Our finding is consistent with research where overconfidence reduces when students assess their confidence level after each question and receive feedback about their performance (Renner and Renner 2001). These findings suggest that visualising the alignment between a student's confidence and abilities may provide additional support for this process, further benefitting students.…”

Atmosphere-related environmental problems diagnostic test: A validation study in Bosnia and Herzegovina university student

“…Although students' overall understandings of atmosphere-related environmental problems were very low, their confidence level were above moderate (M=3,26;SD=0,19). Overconfidence obtain in this study is in line with findings in other study in domain of psychology (Pallier et al, 2002;Renner & Renner, 2001) and educational study (Arslan et al, 2012;Caleon & Subramaniam, 2010;Taslidere, 2016).…”

The Role of Self Efficacy in Improving Student Metacognitive Skills

“…The results of this study are in line with the research by Moores, Chang & Smith (2006) which states that self-efficacy and metacognition are different but interrelated constructs. The results of this study are in line (Renner and Renner, 2001) which state the importance of self-managed learning with an understanding of metacognition (self-monitoring and selfregulation) that illustrates eight dimensions of metacognition (including selfefficacy, self-awareness, reason, self-monitoring, determination goals, choices, self-motivation, attribution). The results of this study are also in line with research by Magno (2009) which mentioned that students who have high ability in schools are more confident (self-efficacy) in their abilities and successful in monitoring and implementing their goals (metacognition).…”

Visualising alignment to support students’ judgment of confidence in open learner models

“…This result is consistent with prior research where the OLM showed both knowledge and confidence ratings, which promoted learner reflection Bull and Pain 1995) and helped students reduce the number of discrepancies (misalignment) between their performance and their confidence . The result is also consistent with prior research where students who received feedback about their performance and their confidence had more accurate confidence than those who only received feedback about their performance (Renner and Renner 2001;Callender et al 2016).…”

“…The result also confirms prior findings that practising confidence judgement and using internal feedback can enhance selfregulated learning (Butler and Winne 1995) in a new instructional domain. Our finding is consistent with research where overconfidence reduces when students assess their confidence level after each question and receive feedback about their performance (Renner and Renner 2001). These findings suggest that visualising the alignment between a student's confidence and abilities may provide additional support for this process, further benefitting students.…”

Atmosphere-related environmental problems diagnostic test: A validation study in Bosnia and Herzegovina university student

“…Although students' overall understandings of atmosphere-related environmental problems were very low, their confidence level were above moderate (M=3,26;SD=0,19). Overconfidence obtain in this study is in line with findings in other study in domain of psychology (Pallier et al, 2002;Renner & Renner, 2001) and educational study (Arslan et al, 2012;Caleon & Subramaniam, 2010;Taslidere, 2016).…”

The Role of Self Efficacy in Improving Student Metacognitive Skills

“…The results of this study are in line with the research by Moores, Chang & Smith (2006) which states that self-efficacy and metacognition are different but interrelated constructs. The results of this study are in line (Renner and Renner, 2001) which state the importance of self-managed learning with an understanding of metacognition (self-monitoring and selfregulation) that illustrates eight dimensions of metacognition (including selfefficacy, self-awareness, reason, self-monitoring, determination goals, choices, self-motivation, attribution). The results of this study are also in line with research by Magno (2009) which mentioned that students who have high ability in schools are more confident (self-efficacy) in their abilities and successful in monitoring and implementing their goals (metacognition).…”

Visualising alignment to support students’ judgment of confidence in open learner models

“…This result is consistent with prior research where the OLM showed both knowledge and confidence ratings, which promoted learner reflection Bull and Pain 1995) and helped students reduce the number of discrepancies (misalignment) between their performance and their confidence . The result is also consistent with prior research where students who received feedback about their performance and their confidence had more accurate confidence than those who only received feedback about their performance (Renner and Renner 2001;Callender et al 2016).…”

“…The result also confirms prior findings that practising confidence judgement and using internal feedback can enhance selfregulated learning (Butler and Winne 1995) in a new instructional domain. Our finding is consistent with research where overconfidence reduces when students assess their confidence level after each question and receive feedback about their performance (Renner and Renner 2001). These findings suggest that visualising the alignment between a student's confidence and abilities may provide additional support for this process, further benefitting students.…”