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¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? The Reflection group's SOJs increased over time and differed statistically detectably from the other two groups. → Nederhand 2020
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
Multilevel analysis of second-order judgements (confidence in the estimate, 1–5 scale) over eight French exams. The article reports a statistically detectable group × time interaction ("b = 0.06, t(212) = 2.12, p = .035") favouring increasing confidence only in the Reflection group.
"students in the Reflection group differed statistically detectable from students in the Practice and Grade comparison groups, b = 0.06, t(212) = 2.12, p = .035. Students in the reflection group became more confident during the school year, whereas this change was not found for the other two groups."
Discussion¶
Learner Variables¶
- Metacognition — outcome: instruction changes it
Related Claims¶
- 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 — reports the opposite
- 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 — related
- Providing grade estimates after each exam improved secondary students' calibration accuracy over a school year, regardless of the level of reflection support — related
- Secondary students' French exam performance improved over the school year, but this improvement was not attributable to the intervention groups — related
- Among secondary school students, calibration accuracy is unrelated to confidence in performance estimates across French, Math, and German exams — related
- Among university students, poorer calibration accuracy is accompanied by lower confidence in the performance estimate, independent of performance level — related
- Calibration accuracy improvements on French did not transfer to German and Math courses without the intervention, arguing against a maturation explanation — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
reflection-condition-increased-second-order-judgements |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-18 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nederhand-2020 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.