Calibration interventions for secondary school students should target subjective confidence as well as functional confidence¶

Strategy · All strategies
Evidence · 3 claims (2 for, 1 against) · 1 study (1 associational), q3 · 1 of 1 report an effect size · 3 claims rest on one study

Description¶

Because secondary school students' confidence judgements do not relate to their actual calibration accuracy, the authors recommend that interventions aiming to improve calibration accuracy in secondary school "focus not only on functional confidence, but on subjective confidence as well". Students may first need to be stimulated to reflect on the quality of their performance estimates, so they become aware of the poor alignment between their confidence and their calibration.

Design Implications¶

Context¶

Requirements¶

• Interventions must first help secondary school students recognize the misalignment between their confidence scores and their calibration accuracy

Constraints¶

• The recommendation rests on the finding that secondary students' SOJs were unrelated to calibration accuracy; the intervention itself was not tested in this study

Target Learners¶

• secondary school students

Target Learning Goals¶

• improved performance monitoring
• improved calibration accuracy

Affordances¶

• Soj Metacognitive Awareness Calibration Account

Claims¶

• Among secondary school students, calibration accuracy is unrelated to confidence in performance estimates across French, Math, and German exams [+W]
• Subjective confidence ratings did not differ between performance quartiles for university or secondary school students, failing to replicate Miller and Geraci [+W]
• Among university students, poorer calibration accuracy is accompanied by lower confidence in the performance estimate, independent of performance level [-W]

Related Strategies¶

• Tailor calibration interventions to whether a student is over- or under-confident

Examples¶

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Key Sources¶

• Marloes L. Nederhand, Huib K. Tabbers, Anique B.H. De Bruin, Remy M. J. P. Rikers. (2021). Metacognitive awareness as measured by second-order judgements among university and secondary school students. Metacognition and Learning, 16, 1-14. https://doi.org/10.1007/s11409-020-09228-6