Second-Order Judgments About Judgments of Learning

Dunlosky, John; Serra, Michael J.; Matvey, Greg; Rawson, Katherine A.

doi:10.3200/genp.132.4.335-346

Cited by 77 publications

(74 citation statements)

References 20 publications

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“…In addition, the authors asked for second-order judgments (SOJs) to assess the students' awareness of their metacognitive monitoring ability. SOJs are confidence judgments for previously given performance judgments (Dunlosky, Serra, Matvey, & Rawson, 2005) and can be regarded as meta-monitoring (Dunlosky et al, 2005) or meta-metacognitive judgments (Buratti & Allwood, 2012). Confirming the results by Kruger and Dunning (1999), Miller and Geraci found that low-performing students' performance judgments were too high in comparison with their actual performance.…”

Section: Metacognitive Monitoring Ability and Performancesupporting

confidence: 56%

“…To that end, local judgments were analyzed with reference to the classification system of signal detection theory. Until now, previous research on local (second-order) judgments had used confidence scales rather than dichotomous items for performance judgments (Buratti & Allwood, 2012;Dunlosky et al, 2005). This made it impossible to categorize performance judgments according to signal detection theory.…”

Section: Discussionmentioning

confidence: 99%

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Unskilled but subjectively aware: Metacognitive monitoring ability and respective awareness in low-performing students

Händel

Fritzsche

2015

Mem Cogn

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Two studies were conducted to further examine the unskilled-and-unaware effect and to test whether lowperforming students are indeed unaware of their (expected) lower metacognitive monitoring abilities. Postdicted judgments of performance and second-order judgments (SOJs) were solicited to test students' metacognitive awareness. Given that global and local judgments tend to differ (the confidence-frequency effect), we investigated whether students' (un)awareness pertains to both types of judgments. A first study focusing on global judgments was conducted in a regular exam setting with 196 undergraduate education students. A second study with 115 undergraduate education students examined both global and local judgments. Local judgments were analyzed on an average level and according to different signal detection theory categories (hits, correct rejections, misses, and false alarms). In both studies, students were grouped in four performance quartiles. The results showed that lowperforming students highly overestimated their performance (they were functionally overconfident). However, their SOJs indicated that they were less confident in their judgments than the other students, and thus seemed to be aware of their low ability to estimate their own performance (they were not subjectively overconfident). This was observed for global as well as for averaged local SOJs. Moreover, an analysis of the local judgments revealed that students' SOJs varied depending not only on whether their judgments were accurate but also on whether or not they thought they knew the answer to an item. In sum, SOJs provide valuable information about students' metacognitive awareness.

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Section: Metacognitive Monitoring Ability and Performancesupporting

confidence: 56%

Section: Discussionmentioning

confidence: 99%

Unskilled but subjectively aware: Metacognitive monitoring ability and respective awareness in low-performing students

Händel

Fritzsche

2015

Mem Cogn

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“…When we are prompted to make judgements on how we perceive our ability, how well we know something or how well we have performed a particular task, the judgements we report are called metacognitive judgements (Rosenthal, 2000;Dunlosky et al, 2005;Koriat and Bjork, 2005;Fernandez-Duque and Black, 2007). Metacognitive judgements have been extensively investigated partially due to the fact that mastery of the skill of accurately making them may result in the effective management of self-regulated study, which is necessary in a tertiary environment where an autonomous approach to studying is required (Dunlosky et al, 2005).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Metacognitive judgements have been extensively investigated partially due to the fact that mastery of the skill of accurately making them may result in the effective management of self-regulated study, which is necessary in a tertiary environment where an autonomous approach to studying is required (Dunlosky et al, 2005). Metacognition refers to the knowledge and experiences we have about our own cognitive processes (Flavell, 1979).…”

Section: Literature Reviewmentioning

confidence: 99%

Metacognitive monitoring and learning gain in foundation chemistry

Mathabathe

Potgieter

2014

Chem. Educ. Res. Pract.

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The ability to make realistic judgements of one's performance is a demonstration of the possession of strong metacognitive skills. In this study we investigate the relationship between accuracy of selfevaluation as an expression of metacognitive skill, and learning gain in stoichiometry. The context is an academic development programme at a South African University, offered for under-prepared students enrolled for science and engineering. These students generally exhibit unrealistically high levels of confidence in performance and this could potentially place them at risk by negatively affecting decisions regarding time management and self-regulation. We investigated whether overconfidence before instruction is corrected upon exposure to teaching. A three-tier stoichiometry test was used to collect qualitative and quantitative data before and after instruction. Findings indicate that the majority of the students were overconfident in the evaluation of their performance in both the pre-and posttests. Overconfidence was not a debilitating disposition when demonstrated in the pretest provided that it was corrected during teaching and learning. The most vulnerable students were those that judged their performance or lack thereof realistically in the pretest but became overconfident during the teaching and learning of stoichiometry. Our results suggest that under-prepared students are slow to develop accurate metacognitive monitoring skills within a classroom environment that did not include instruction focused on the development of such skills. We recommend a proactive and constructive response by educators which may reduce the incidence of failure and preserve the positive contribution of confidence, albeit excessively positive.

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“…Arguing against the double curse account, Miller and Geraci (2011) provided evidence that functional overconfidence in low performing students is most likely not because they are unaware of their own metacomprehension deficits. In their findings, while low performing students were certainly more functionally overconfident in their prediction judgments, they were also less subjectively confident than high performing students in the accuracy of those prediction judgments of test performance, which suggests that these students are somewhat aware of their own poor metacognitive calibration (also see Dunlosky, Serra, Matvey, & Rawson, 2005). The present study had two specific aims: first, to assess which of the aforementioned views applies when students are making after-the-fact, postdiction judgments; second, to assess whether such functional and subjective confidence changes over time across several exams in a semester-long class.…”

Section: Introductionmentioning

confidence: 99%