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Test prediction and performance in a classroom context
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AI
DOI：10.1037//0022-0663.92.1.160.png)
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摘要
En 中文
This study focused on students' ability to predict and postdict test performance in a classroom context. Ninety-nine undergraduate students participated during a semester-length course in which the relation between self-assessment and performance was stressed. Research questions were (a) Can students accurately predict test performance? (b) Does accuracy vary with performance? (c) Does prediction accuracy increase over multiple tests? and (d) Do prior performance and predictions of performance influence subsequent predictions? High-performing students were accurate, with accuracy improving over multiple exams. Low-performing students showed moderate prediction accuracy but good postdiction accuracy. Lowest performing students showed gross overconfidence in predictions and postdictions. Judgments of performance were influenced by prior judgments and not prior performance. Performance and judgments of performance had little influence on subsequent test preparation behavior.
Keyword:
TEXT MATERIAL
COMPREHENSION
CALIBRATION
ACCURACY
MEMORY
METAMEMORY
JUDGMENTS
QUESTIONS
YOUNG
METACOMPREHENSION
