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Metacognitive Monitoring in Test-Taking Situations: A Cross-Cultural Comparison of College Students
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Coutinho, Mariana V. C.; Papanastasiou, Elena; Agni, Stylianou; Vasko, John M.; Couchman, Justin J. – International Journal of Instruction, 2020
In this study, we examined monitoring accuracy during in class-exams for Emirati, American and Cypriot college students. In experiment 1, 120 students made local, confidence-ratings for each multiple-choice question in a psychology exam and also estimated their performance at the end of the exam. In experiment 2, to investigate the effect of…
Descriptors: Metacognition, Foreign Countries, Cultural Differences, Accuracy
Performance of Sixth Graders in Hong Kong on a Number Sense Three-Tier Test
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Cheung, Ka Luen; Yang, Der-Ching – Educational Studies, 2020
This study examined the performance of sixth graders in Hong Kong on a number sense three-tier test (NSTTT) and identified their possible misconceptions about number sense. The NSTTT comprises a content tier, which assesses the content knowledge of number sense; a reason tier, which assesses the reasons for the first-tier responses; and a…
Descriptors: Foreign Countries, Elementary School Students, Grade 6, Elementary School Mathematics
Confidence in Forced-Choice Recognition: What Underlies the Ratings?
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Zawadzka, Katarzyna; Higham, Philip A.; Hanczakowski, Maciej – Journal of Experimental Psychology: Learning, Memory, and Cognition, 2017
Two-alternative forced-choice recognition tests are commonly used to assess recognition accuracy that is uncontaminated by changes in bias. In such tests, participants are asked to endorse the studied item out of 2 presented alternatives. Participants may be further asked to provide confidence judgments for their recognition decisions. It is often…
Descriptors: Recognition (Psychology), Measurement Techniques, Confidence Testing, Memory
The Confidence-Accuracy Relationship in Diagnostic Assessment: The Case of the Potential Difference in Parallel Electric Circuits
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Saglam, Murat – Educational Sciences: Theory and Practice, 2015
This study explored the relationship between accuracy of and confidence in performance of 114 prospective primary school teachers in answering diagnostic questions on potential difference in parallel electric circuits. The participants were required to indicate their confidence in their answers for each question. Bias and calibration indices were…
Descriptors: Equipment, Electronics, Diagnostic Tests, Accuracy
Metacognitive Monitoring and Learning Gain in Foundation Chemistry
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Mathabathe, Kgadi C.; Potgieter, Marietjie – Chemistry Education Research and Practice, 2014
The ability to make realistic judgments of one's performance is a demonstration of the possession of strong metacognitive skills. In this study we investigate the relationship between accuracy of self-evaluation as an expression of metacognitive skill, and learning gain in stoichiometry. The context is an academic development programme at a South…
Descriptors: Metacognition, Chemistry, Achievement Gains, Accuracy
Statistical Estimates of Learners' Judgments about Knowledge in Calibration of Achievement
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Winne, Philip H.; Muis, Krista Renee – Metacognition and Learning, 2011
In theoretical models of self-regulated learning, calibration is one important component in successful learning. Two issues of calibration are explored. First, Nelson (1987) suggested the "G" (gamma) coefficient is the most appropriate measure of calibration (judgment accuracy) and rejected signal detection theory's "d'"…
Descriptors: Foreign Countries, Learner Controlled Instruction, Mathematics, College Students