.png){kind=icon}
返回
Calibration in multiple text use
.png){kind=icon}
PRE
AI
DOI：10.1007/s11409-019-09201-y.png)
.png){kind=icon}
原文求助.png){kind=icon}
分享.png){kind=icon}
收藏
摘要
En 中文
The literature on calibration suggests that students consider a multitude of factors when they self-evaluate task performance. Nevertheless, few studies have focused on calibration within a complex task enviornment, such as when students are asked to compose written responses based on multiple texts. In this study, we examined the criteria that undergraduate students considered when they were asked to self-evaluate their written responses, composed based on multiple texts. Moreover, we considered the extent to which these criteria had an effect on students' objective response quality, calibration, and confidence bias. Findings revealed that students indeed cited a variety of criteria in justifying their self-evaluations including task-, context-, and person-related factors, consistent with prior research. Further, our study indicated that high quality written responses were associated with accurate calibration and with students' relative under-confidence. We further found that low-performing students demonstrated less accurate calibration and greater over-confidence. Implications for improving students' metacognitive awareness during complex task completion are discussed.
Keyword:
Self-evaluation
Calibration
Confidence bias
Writing composition
Multiple texts
AI总结
对已上传原文的论文进行重点信息的提取，主要内容包括：简要概述、研究摘要、背景介绍、关键亮点、图文解析、展望与总结。
期刊
IF:
4.8
论文数:
479
被引数:
2.1K
机构
引用论文
.png){kind=icon}
分享收藏Five decades of growth in a genetic field trial of Douglas-fir reveal trade-offs between productivity and drought tolerance花旗松基因田间试验的五十年增长揭示了生产力和耐旱性之间的权衡
PREAI
分享收藏
查看更多内容