Test expectancy affects metacomprehension accuracy

Thiede, Keith W.; Wiley, Jennifer; Griffin, Thomas D.

doi:10.1348/135910710x510494

Cited by 84 publications

(92 citation statements)

References 30 publications

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“…Moreover, students received explicit information on the kinds of questions they would be asked to answer (i.e., inference questions). This kind of information and experience with inference tests has been shown to improve metacomprehension accuracy of college students (Thiede, Wiley, & Griffin, 2011). This additional instruction was hypothesized to further improve metacomprehension accuracy (Hypothesis 2).…”

Section: Methodsmentioning

confidence: 99%

“…Concept map construction is an intervention specifically targeting the situation model. Thiede, Wiley and Griffin (2011) showed that providing instructions about what kind of test to expect and giving practice tests focused college students on appropriate cues and produced more accurate monitoring (see also Thomas & McDaniel, 2007). Two additional advantages arise from assessing the validity of concept map construction as an intervention with a youner population.…”

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confidence: 99%

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Concept mapping improves metacomprehension accuracy among 7th graders

Redford

Thiede

Wiley

et al. 2012

Learning and Instruction

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Section: Methodsmentioning

confidence: 99%

mentioning

confidence: 99%

Concept mapping improves metacomprehension accuracy among 7th graders

Redford

Thiede

Wiley

et al. 2012

Learning and Instruction

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“…We chose to have participants select a text for restudy after completing just the inference tests because we wanted to hold test expectancy constant across groups. That is, if test expectancy affects metacognitive monitoring (e.g., Thiede, et al, 2011) it may also effect regulation of study; therefore, failure to hold test expectancy constant could make the regulation data difficult to interpret. We chose to create the expectancy of inference tests in this study because we (and the teachers) wanted to examine regulation for deeper comprehension rather than memory of texts.…”

Section: Methodsmentioning

confidence: 99%

Elementary school experience with comprehension testing may influence metacomprehension accuracy among seventh and eighth graders.

Thiede¹,

Redford²,

Wiley³

et al. 2012

Journal of Educational Psychology

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We explored whether exposure to different kinds of comprehension tests during elementary years influenced metacomprehension accuracy among 7th and 8th graders. This research was conducted in a kindergarten through 8th grade charter school with an expeditionary learning curriculum. In literacy instruction, teachers emphasize reading for meaning and inference building, and they regularly assess deep comprehension with summarization, discussion, dialogic reasoning, and prediction activities throughout the elementary years. The school recently expanded, doubling enrollments in 7th and 8th grades. Thus, approximately half of the students had long-term exposure to the curriculum and the other half did not. In Study 1, metacomprehension accuracy measured with the standard relative accuracy paradigm was significantly better for long-time students than for newcomers. In Study 2, all students engaged in delayed-keyword generation before judging their comprehension of texts. Metacomprehension accuracy was again significantly better for long-time students than for newcomers. Further, the superior monitoring accuracy led to more effective regulation of study, as seen in better decisions about which texts to restudy, which led, in turn, to better comprehension. The results suggest the importance of early exposure to comprehension tests for developing skills in comprehension monitoring and self-regulated learning.

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“…Learners may consider the expected test format (and its match with how they are encoding and rehearsing the stimuli) when assigning JOLs and give ratings based upon how well their output strategy aligns with the test format. Prior research supports this idea, as expected test format has an impact on student's mnemonic predictions (and consequently their study choices; Finley & Benjamin, 2012;Thiede, 1996;Thiede, Wiley, & Griffin, 2011). We investigated these three different explanations across two experiments.…”

Section: Monitoring Relatednessmentioning

confidence: 75%

When will bigger be (recalled) better? The influence of category size on JOLs depends on test format

Hourihan

Tullis

2015

Mem Cogn

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Although it is well known that organized lists of words (e.g., categories) are recalled better than unrelated lists, little research has examined whether participants can predict how categorical relatedness influences recall. In two experiments, participants studied lists of words that included items from big categories (12 items), small categories (4 items), and unrelated items, and provided immediate JOLs. In Experiment 1, free recall was highest for items from large categories and lowest for unrelated items. Importantly, participants were sensitive to the effects of category size on recall, with JOLs to items from big categories actually increasing over the study list. In Experiment 2, one group of participants was cued to recall all exemplars from the categories in a blocked manner, whereas the other group was cued in a random order. As expected, the random group did not show the recall benefit for big categories over small categories observed in free recall, while the blocked group did. Critically, the pattern of metacognitive judgments closely matched actual cued recall performance. Participants' JOLs were sensitive to the interaction between category size and output order, demonstrating a relatively sophisticated strategy that incorporates the interaction of multiple extrinsic cues in predicting recall.

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Test expectancy affects metacomprehension accuracy

Abstract: Tests influence students' perceptions of what constitutes learning. Our findings suggest that this could affect how students prepare for tests and how they monitoring their own learning.

Cited by 84 publications

References 30 publications

Concept mapping improves metacomprehension accuracy among 7th graders

Concept mapping improves metacomprehension accuracy among 7th graders

Elementary school experience with comprehension testing may influence metacomprehension accuracy among seventh and eighth graders.

When will bigger be (recalled) better? The influence of category size on JOLs depends on test format

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