Improving metacognition in the classroom through instruction, training, and feedback

Callender, Aimee A.; Franco‐Watkins, Ana M.; Roberts, Andrew Simon

doi:10.1007/s11409-015-9142-6

Cited by 118 publications

(94 citation statements)

References 31 publications

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“…Nietfeld et al (2006) found a significant treatment effect (repeated testing) on monitoring accuracy and performance in students who received monitoring feedback (overall calibration and bias scores) but not in students who received no feedback. In a similar setting Callender et al (2016) found significant improvements in performance and metacognitive accuracy in students.…”

Section: Interventions Fostering Metacognitionmentioning

confidence: 81%

“…We take up this suggestion and discuss the effect of performance feedback (Lipowski, Merriman, & Dunlosky, 2013;Van Loon, Destan, Spiess, De Bruin, & Roebers, 2017) and calibration feedback (Callender, Franco-Watkins, & Roberts, 2016;Nietfeld, Cao, & Osborne, 2006) on monitoring accuracy in preschool children solving analogical reasoning tasks. To evaluate the influence of performance feedback and calibration feedback on the accuracy of metacognitive monitoring in more detail, this study examines their interaction with fluid intelligence.…”

mentioning

confidence: 99%

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Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Urban¹,

Urban²

2018

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Higher fluid intelligence leads to better accuracy in metacognitive monitoring, but in school age this influence is moderated by the child's development and education. The goal of the study is to examine the interaction between fluid intelligence and performance feedback or calibration feedback on monitoring accuracy in 88 preschool children. The children in the group that received performance (PF) or calibration feedback (CF) were significantly more accurate at monitoring than the children without feedback (NF). Fluid intelligence correlated with monitoring accuracy for the whole dataset and explained 49% of variance in monitoring accuracy in the NF group; 26% in the PF group (feedback alone explained 20%) and only 12% in the CF group, not reaching significance (however, feedback alone explained 26%). Results indicate that calibration feedback could potentially fulfil the role of later education and development in improving monitoring accuracy and moderate the effect of fluid intelligence already in preschoolers.

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Section: Interventions Fostering Metacognitionmentioning

confidence: 81%

mentioning

confidence: 99%

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Urban¹,

Urban²

2018

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“…Perhaps not surprisingly then, incentive interventions have had mixed results. Incentives have led to improvement in calibration when used to supplement other types of interventions (Callender, Franco‐Watkins, & Roberts, ; Gutierrez & Schraw, ; Hacker, Bol, & Bahbahani, ; Hogarth, Gibbs, McKenzie, & Marquis, ; Miller & Geraci, ). However, incentive‐only interventions have yielded no improvement in calibration (Ehrlinger et al, ).…”

Section: Introductionmentioning

confidence: 99%

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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“…That is, feedback should address performance on individual items and precisely elaborate on reasons why performance is correct or incorrect, rather than just addressing correctness (Miller & Geraci, ; Nietfeld, Cao, & Osborne, ; Renner & Renner, ; Van der Kleij, Feskens, & Eggen, ). Item‐specific feedback has been demonstrated to improve adolescents and adults' self‐evaluations and self‐regulation (Callender, Franco‐Watkins, & Roberts, ; Labuhn, Zimmerman, & Hasselhorn, ; Miller & Geraci, ). When feedback on responses to test items is fine‐grained and sufficiently elaborates on the relation between actual performance and learning standards, learners are supported to identify and correct errors, to self‐regulate learning more effectively, and thus to improve learning outcomes (Butler & Winne, ; Kitsantas & Zimmerman, ; Van der Kleij et al, ).…”

Section: Improving Self‐evaluations and Self‐regulation Through Feedbackmentioning

confidence: 99%

Effects of Feedback on Self‐Evaluations and Self‐Regulation in Elementary School

Loon

Roebers

2017

Applied Cognitive Psychology

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Elementary school learners are typically highly confident when judging accuracy of their test responses, relatively independent of whether these are correct. While feedback has been shown to improve accuracy of adults' and adolescents' selfevaluations and subsequent self-regulation, little is known about beneficial effects for elementary school children. We investigated effects of fine-grained feedback on fourth and sixth graders' self-evaluations and restudy selections by presenting them the ideas they were meant to bring up in their test responses. One group received full-definition feedback standards, whereas the other group received idea-unit feedback standards. The two types of feedback strongly improved fourth and sixth graders' self-evaluations for commission errors and for partially correct responses. While restudy selections before feedback were more adaptive for sixth than fourth graders, age differences disappeared after receiving feedback. Findings imply that feedback standards are a suitable tool to calibrate elementary school learners and to support effective self-regulation.

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Improving metacognition in the classroom through instruction, training, and feedback

Cited by 118 publications

References 31 publications

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

Improving metacognition: A comparison of interventions

Effects of Feedback on Self‐Evaluations and Self‐Regulation in Elementary School

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