The Effects of Rubric Use on Calibration Accuracy

• In Event: Poster Session 3
  In Poster Session: Measuring, Assessing, and Fostering Metacognition and Self-Regulated Learning

Abstract

The utility of rubric-referenced calibration and the interaction between achievement and calibration accuracy were investigated. Students (N = 596) were assigned to one of three rubric conditions: (1) a global condition, (2) a general criteria condition, or (3) a detailed criteria condition. Students in all three conditions provided holistic predictions and postdictions. Students in the rubric conditions also provided criteria-based predictions and postdictions. Whereas calibrating by condition did not affect calibration accuracy overall, significant effects were found between calibration accuracy by criteria and achievement level. Lower achieving students had better calibration accuracy in the detailed rubric criteria condition when compared to the more general rubric condition, and the gap in calibration accuracy was diminished when compared to higher achieving students.

Authors

• Katrice Hawthorne, Old Dominion University

• Linda Bol, Old Dominion University

• Shana L. Pribesh, Old Dominion University