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

Strategy · All strategies
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The authors recommend that interventions to improve children's calibration be matched to the direction of the child's miscalibration. As they state, "different methods are likely to be required depending on whether a student is over- or under-confident in their ability": over-confident students need help developing a more realistic understanding of their ability, while under-confident students may benefit from interventions aimed at boosting their confidence. The Bias Index identifies the direction of miscalibration.

Design Implications¶

Context¶

Requirements¶

• A measure that distinguishes over-confidence from under-confidence, such as the Bias Index, to identify which intervention type suits a given student

Constraints¶

• The authors note an intervention study is needed to test these ideas; the recommendation is not yet empirically validated

Target Learners¶

• Primary school children who are struggling academically

Target Learning Goals¶

• Improving metacognitive calibration
• boosting academic performance

Claims¶

• Grade 4 children can metacognitively monitor their working memory performance, tending to be over-confident as task difficulty increases [+W]

Related Strategies¶

• Calibration interventions for secondary school students should target subjective confidence as well as functional confidence
• Address AI-use miscalibration through belief-level interventions rather than mere exposure or surface-level nudges

Examples¶

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Key Sources¶

• Freeman, Emily E.; Karayanidis, Frini; Chalmers, Kerry A. (2017). Metacognitive monitoring of working memory performance and its relationship to academic achievement in Grade 4 children. Learning and Individual Differences, Vol. 57. http://dx.doi.org/10.1016/j.lindif.2017.06.003