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¶

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

Subclaims¶

q3 i? No statistically detectable interaction effects between intervention group and time on calibration accuracy; the hypothesis that support level would influence improvement was not supported. → 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 the year-long quasi-experiment comparing Practice-only, Grade comparison, and Reflection conditions (classes randomly assigned within grade years). The article reports no statistically detectable group × time interactions on calibration accuracy, "all t’s<2".

"Consequently, when adding the intervention groups to the model, there were no statistically detectable interaction effects between any of the groups and time, all t’s<2 (see Table 3). This means that our first hypothesis— the level of support would influence the improvement of calibration accuracy over time — was not supported."

Discussion¶

Learner Variables¶

• Metacognition — outcome: instruction changes it

Related Claims¶

• Secondary students' French exam performance improved over the school year, but this improvement was not attributable to the intervention groups — related
• Providing grade estimates after each exam improved secondary students' calibration accuracy over a school year, regardless of the level of reflection support — 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
• 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
• 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
• The Monitoring Exercise protected against overconfidence in the second exam score prediction but did not affect exam scores — related
• Exam score predictions decreased from the start to the end of the course for all performance quartiles, leaving poor performers overconfident and high performers underconfident — related
• Incentives significantly improved calibration accuracy only among lower-achieving students in a college-course quasi-experiment — related
• Monitoring accuracy interventions are less effective for secondary school students than for elementary students and adults — related