Hard-easy effect: students are more accurate but underconfident on easy items and less accurate but overconfident on difficult items¶

Claim · All claims
Evidence · 1 study · theoretical r3 · q2
Currency · newest study 2012 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Task difficulty influences calibration accuracy: students tend to be more accurate but underconfident on easy items and less accurate but overconfident on difficult items. → Bol L and Hacker DJ 2012

Evidence¶

Bol L and Hacker DJ 2012¶

Bol L and Hacker DJ (2012) Calibration research: where do we go from here? Front. Psychology 3:229. https://doi.org/10.3389/fpsyg.2012.00229

q2 · i? · theoretical · r3

Narrative review attributing the hard-easy effect to Juslin et al. (2000): "students tend to be more accurate but underconfident on easy items and less accurate but overconfident on difficult items." The reviewed study's design is not described beyond this attribution; no effect sizes are printed.

"Juslin et al. (2000) identified the hard-easy effect in which students tend to be more accurate but underconfident on easy items and less accurate but overconfident on difficult items."

Discussion¶

Related Claims¶

• Grade 4 children can metacognitively monitor their working memory performance, tending to be over-confident as task difficulty increases — a narrower finding that bears on this claim
• A theoretical article, citing two simulation studies, reports that novice clinical learners overestimated their performance and that their confidence exceeded their accuracy — related
• Higher-achieving students tend to be more accurate but more underconfident in calibration than lower-achieving students — related