Even after thirteen class exams, students are still overconfident: the role of memory for past exam performance in student predictions

Foster, Nathaniel L.; Was, Christopher A.; Dunlosky, John; Isaacson, Randall M.

doi:10.1007/s11409-016-9158-6

Cited by 84 publications

(105 citation statements)

References 33 publications

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“…Yet even after 13 cycles of feedback, there was no improvement in calibration (referred to as “bias” in their study). Further, the amount of feedback does not seem to be strongly associated with improvement in calibration, a conclusion suggested by Hacker, Bol, and Keener () and affirmed by Foster et al (). Although extensive feedback alone may not lead to calibration improvement, feedback cannot be ruled out as a potentially effective intervention.…”

Section: Introductionmentioning

confidence: 73%

“…There is extensive evidence for a link between metacognition and performance from both classroom (Bol et al, ; Dunning et al, ; Ehrlinger et al, ; Foster, Was, Dunlosky, & Isaacson, ; Hacker et al, ; Helzer & Dunning, ; Miller & Geraci, ; Nietfeld et al, ; Saenz et al, ) and laboratory studies (Dunlosky & Rawson, ; Hartwig & Dunlosky, ; Kruger & Dunning, ; Miller & Geraci, , , ). Further, metacognitive ability is correlated with overall academic performance (Everson & Tobias, ; Kelemen, Winningham, & Weaver, ; Thiede, ; Thiede, Anderson, & Therriault, ).…”

Section: Introductionmentioning

confidence: 99%

“…Many interventions have used some form of feedback in an attempt to improve students' calibration (e.g., Foster et al, ; Hacker et al, ; Nietfeld et al, ; Nietfeld, Cao, & Osborne, ). Students are given feedback about their performance, their predictions, or both so that they may “calibrate” subsequent predictions and performance to each other.…”

Section: Introductionmentioning

confidence: 99%

“…For example, simply making prediction and performance information available is not sufficient to produce calibration change. Foster et al () used a feedback‐only intervention by exposing students to 13 testing–feedback cycles in one semester. Yet even after 13 cycles of feedback, there was no improvement in calibration (referred to as “bias” in their study).…”

Section: Introductionmentioning

confidence: 99%

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Improving metacognition: A comparison of interventions

Saenz

Geraci

Tirso

2019

Applied Cognitive Psychology

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Accurate knowledge monitoring is critical to the learning process, as it allows one to regulate studying and test preparation. Thus, a number of investigations have attempted to improve metacognition in the classroom, with the ultimate goal of improving student exam performance. However, such interventions have had inconsistent success using varying paradigms. We compared the effectiveness of five interventions aimed at improving prediction accuracy in a laboratory environment: review, salient feedback, motivation warning lecture, incentives, and reflection. Only the salient feedback and the motivation warning lecture interventions significantly improved participants' prediction accuracy from test 1 to test 2. Review, incentives, and reflection did not improve predictive or postdictive calibration. Well-timed salient feedback and a lecture warning students not to be biased by desired grades were effective methods of improving calibration accuracy. Results offer effective interventions to improve metacognition that could be used in a classroom setting.

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Section: Introductionmentioning

confidence: 73%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Improving metacognition: A comparison of interventions

Saenz

Geraci

Tirso

2019

Applied Cognitive Psychology

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“…Previous studies have noted difficulty in reducing overconfidence in students, even with feedback. 17 We attempted to negate this effect by providing a detailed rubric with objective criteria as well as rubric training; however, we still noted an overall trend of overconfidence. Future efforts may target employing incentives, such as extra credit or participation points; though success using incentives is inconsistent.…”

Section: Discussionmentioning

confidence: 99%

Assessment of Learner Metacognition in a Professional Pharmacy Elective Course

Steuber

Janzen

Walton

et al. 2017

American Journal of Pharmaceutical Education

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Objective. To investigate the effect of strategic feedback and metacognitive processes on learners' ability to predict performance and improve self-awareness. Methods. Strategic faculty and peer feedback, as well as self-assessments, were implemented in a professional pharmacy elective course throughout the semester, focused on three case-based oral presentations. After each presentation, students utilized an objective rubric to determine self-predicted and peer-predicted scores. Actual scores from faculty were compared to students' predicted scores. Results. Students' ability to predict presentation scores did not improve over time; however, students were able to accurately estimate performance in certain rubric sections on individual presentations (depth of problem, presentation). Students were generally overconfident in predicting their performance. When broken down into tertiles, top performing students were more accurate in their self-assessments compared to bottom performing students. Bottom performing students were highly overconfident in their assessment. Conclusion. Self-awareness is essential for professionals, though difficult to cultivate and improve in one semester. Incorporating longitudinal, continuous feedback and metacognitive skills may help learners become more aware of their own performance and devise a plan for enhancement.

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Learning to calibrate: Providing standards to improve calibration accuracy for different performance levels

Nederhand

Tabbers

Rikers

2019

Applied Cognitive Psychology

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SummaryThis experimental study explores whether feedback in the form of standards helps students in giving more accurate performance estimates not only on current tasks but also on new, similar tasks and whether performance level influences the effect of standards. We provided 122 first‐year psychology students with seven texts that contained key terms. After reading each text, participants recalled the correct definitions of the key terms and estimated the quality of their recall. Half of the participants subsequently received standards and again estimated their own performance. Results showed that providing standards led to better calibration accuracy, both on current tasks and on new, similar tasks, when standards were not available yet. Furthermore, with or without standards, high performers calibrated better than low performers. However, results showed that especially low performers' calibration accuracy benefitted from receiving standards.

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Even after thirteen class exams, students are still overconfident: the role of memory for past exam performance in student predictions

Cited by 84 publications

References 33 publications

Improving metacognition: A comparison of interventions

Improving metacognition: A comparison of interventions

Assessment of Learner Metacognition in a Professional Pharmacy Elective Course

Learning to calibrate: Providing standards to improve calibration accuracy for different performance levels

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