Learning to Calibrate: Providing Standards to Improve Calibration Accuracy for Different Performance Levels

Autor/inn/en	Nederhand, Marloes L.; Tabbers, Huib K.; Rikers, Remy M. J. P.
Titel	Learning to Calibrate: Providing Standards to Improve Calibration Accuracy for Different Performance Levels
Quelle	In: Applied Cognitive Psychology, 33 (2019) 6, S.1068-1079 (12 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Nederhand, Marloes L.) ORCID (Rikers, Remy M. J. P.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0888-4080
DOI	10.1002/acp.3548
Schlagwörter	Standards; Feedback (Response); Accuracy; College Freshmen; Computation; Performance; Recall (Psychology) + Suchen Sie Ihr Suchwort? Standard; Studienanfänger; Achievement; Leistung; Abberufung
Abstract	This experimental study explores whether feedback in the form of standards helps students in giving more accurate performance estimates not only on current tasks but also on new, similar tasks and whether performance level influences the effect of standards. We provided 122 first-year psychology students with seven texts that contained key terms. After reading each text, participants recalled the correct definitions of the key terms and estimated the quality of their recall. Half of the participants subsequently received standards and again estimated their own performance. Results showed that providing standards led to better calibration accuracy, both on current tasks and on new, similar tasks, when standards were not available yet. Furthermore, with or without standards, high performers calibrated better than low performers. However, results showed that especially low performers' calibration accuracy benefitted from receiving standards. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01