ERIC Number: EJ1133220
Record Type: Journal
Publication Date: 2017-Apr
Abstractor: As Provided
Reference Count: 36
Even after Thirteen Class Exams, Students Are Still Overconfident: The Role of Memory for Past Exam Performance in Student Predictions
Foster, Nathaniel L.; Was, Christopher A.; Dunlosky, John; Isaacson, Randall M.
Metacognition and Learning, v12 n1 p1-19 Apr 2017
Students often are overconfident when they predict their performance on classroom examinations, and their accuracy often does not improve across exams. One contributor to overconfidence may be that students did not have enough experience, and another is that students may under-use their knowledge of prior exam performance to predict performance on their upcoming exams. To evaluate the former, we examined student prediction accuracy across 13 exams in an introductory course on educational psychology. For the latter, we computed measures that estimate the extent to which students "use" the prior exam score when predicting performance and whether students "should" use the prior exam scores. Several outcomes are noteworthy. First, students were overconfident, and contrary to expectations, this overconfidence did not decline across exams. Second, students' prior exam scores were not related to subsequent predictions, even though prior exam performance showed little bias with respect to predicting future performance. Thus, students appear to under-use prior performance despite its utility for improving prediction accuracy about future exam performance.
Descriptors: Prediction, Tests, Memory, Self Esteem, Introductory Courses, Educational Psychology, Expectation, Metacognition, Accuracy
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: firstname.lastname@example.org; Web site: http://www.springerlink.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Authoring Institution: N/A