Providing grade estimates after each exam improved secondary students' calibration accuracy over a school year, regardless of the level of reflection support¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2020 · checked against its sources 2026-10-20 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q3 i? Calibration accuracy improved statistically detectably over the French exams of a school year (eight exams in years 2 and 3, seven in year 1). → Nederhand 2020 q3 i? The improvement was accompanied by changes in students' grade estimates, not just by changes in exam performance. → Nederhand 2020 (2)

Evidence¶

Nederhand 2020¶

Nederhand, M. L., Tabbers, H. K., Jongerling, J., & Rikers, R. M. J. P. (2020). Reflection on exam grades to improve calibration of secondary school students: a longitudinal study. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09233-9

q3 · i? · causal · r2

Longitudinal quasi-experiment in a Dutch secondary school: 219 students in years 1–3 provided grade estimates after each French exam of the school year (eight exams in years 2 and 3, seven in year 1), analyzed with a two-level multilevel model in HLM7. The negative coefficient ("b = −0.03, t(215) = −2.95, p = .004") indicates calibration accuracy improved over time.

"Results overall showed a statistically detectable change in calibration accuracy over time b = −0.03, t(215) = −2.95, p = .004. Note that the negative regression coefficient indicates that, over time, calibration accuracy improved."

Nederhand 2020 (2)¶

Nederhand, M. L., Tabbers, H. K., Jongerling, J., & Rikers, R. M. J. P. (2020). Reflection on exam grades to improve calibration of secondary school students: a longitudinal study. Metacognition and Learning. https://doi.org/10.1007/s11409-020-09233-9

q3 · i? · causal · r2

Follow-up multilevel analysis with grade estimate as the dependent variable, checking whether improved calibration reflected estimate adjustment rather than performance change alone. The article reports "b =. 05, t(215) = 2.89, p = .004" for change in estimates over time.

"Results showed that there was still a statistically detectable effect,b =. 05, t(215) = 2.89, p = .004, indicating that students’grade estimates changed over time."

Discussion¶

Related Claims¶

• Secondary students' French exam performance improved over the school year, but this improvement was not attributable to the intervention groups — related
• The level of reflection support (practice-only, grade comparison, or reflection prompts) did not differentially affect the improvement of secondary students' calibration accuracy over time — possibly the same claim (merge candidate)
• Calibration accuracy improvements on French did not transfer to German and Math courses without the intervention, arguing against a maturation explanation — related
• Bias scores did not improve over the school year, but school year level mattered: year 1 students became less overconfident while year 3 students improved their underconfidence — related
• Students in the Reflection condition became more confident in their grade estimates over the school year, unlike students in the Practice and Grade comparison conditions — related
• Incentives significantly improved calibration accuracy only among lower-achieving students in a college-course quasi-experiment — related