Improving Calibration Accuracy by Providing Standards: High and Low Performers Do Not Benefit Equally

• In Event: 29.028 - Novel Methods for Assessing and Enhancing Metacognitive Monitoring

Abstract

With this study, we investigated whether performance level influences the competence to use performance standards, and (2) whether providing standards can help students becoming more aware of their own performance, in such a way that they also calibrate better on subsequent tasks. We provided 122 participants with texts that contained key terms students had to learn and recall. Half of the participants received performance standards, the other half did not. Providing standards while estimating performance was associated with better calibration accuracy for all students. However, high performers were better calibrated than low performers both while receiving and not receiving standards. Furthermore, providing performance standards improved calibration accuracy on subsequent tasks, but only for low performing students.

Authors

• Marloes Lisanne Nederhand, Erasmus University Rotterdam

• Huib Tabbers, Erasmus University

• Remigius M. Rikers, University College Roosevelt