ERIC Number: EJ1262005
Record Type: Journal
Publication Date: 2019
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0888-4080
EISSN: N/A
Learning to Calibrate: Providing Standards to Improve Calibration Accuracy for Different Performance Levels
Nederhand, Marloes L.; Tabbers, Huib K.; Rikers, Remy M. J. P.
Applied Cognitive Psychology, v33 n6 p1068-1079 Nov-Dec 2019
This experimental study explores whether feedback in the form of standards helps students in giving more accurate performance estimates not only on current tasks but also on new, similar tasks and whether performance level influences the effect of standards. We provided 122 first-year psychology students with seven texts that contained key terms. After reading each text, participants recalled the correct definitions of the key terms and estimated the quality of their recall. Half of the participants subsequently received standards and again estimated their own performance. Results showed that providing standards led to better calibration accuracy, both on current tasks and on new, similar tasks, when standards were not available yet. Furthermore, with or without standards, high performers calibrated better than low performers. However, results showed that especially low performers' calibration accuracy benefitted from receiving standards.
Descriptors: Standards, Feedback (Response), Accuracy, College Freshmen, Computation, Performance, Recall (Psychology)
Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A