Publication Date
| In 2015 | 0 |
| Since 2014 | 0 |
| Since 2011 (last 5 years) | 1 |
| Since 2006 (last 10 years) | 2 |
| Since 1996 (last 20 years) | 2 |
Descriptor
| Cognitive Processes | 1 |
| Control Groups | 1 |
| Course Content | 1 |
| Experimental Groups | 1 |
| Feedback (Response) | 1 |
| Genetics | 1 |
| Grading | 1 |
| Hypothesis Testing | 1 |
| Inferences | 1 |
| Metacognition | 1 |
| More ▼ | |
Source
| Metacognition and Learning | 2 |
Author
| Barenberg, Jonathan | 2 |
| Dutke, Stephan | 2 |
| Leopold, Claudia | 1 |
Publication Type
| Journal Articles | 2 |
| Reports - Research | 2 |
Education Level
| Higher Education | 1 |
| Postsecondary Education | 1 |
Audience
Showing all 2 results
Peer reviewed
Direct linkBarenberg, Jonathan; Dutke, Stephan – Metacognition and Learning, 2013
Three field studies tested the hypothesis that anticipating a graded test as opposed to a pass-fail test enhances metacognitive monitoring. Participants were teacher candidates who completed a mid-term and a final test in psychology courses. Each participant chose whether the result of the final test should be evaluated with one of five grades or…
Descriptors: Hypothesis Testing, Tests, Grading, Metacognition
Dutke, Stephan; Barenberg, Jonathan; Leopold, Claudia – Metacognition and Learning, 2010
In an experiment with 56 young adults, the hypothesis was tested that information about the format of an anticipated test improves metacognitive monitoring. Half of the participants were informed about the format of the test before they started studying a text about human genetics. The other half of the sample received the same information after…
Descriptors: Test Format, Prior Learning, Experimental Groups, Young Adults
