Reflection on exam grades to improve calibration of secondary school students: a longitudinal study
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Reflection on exam grades to improve calibration of secondary school students: a longitudinal study Marloes L. Nederhand 1 Remy M. J. P. Rikers 1,2
1
1
& Huib K. Tabbers & Joran Jongerling &
Received: 9 April 2019 / Accepted: 4 June 2020/ # The Author(s) 2020
Abstract
Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their performance, their so-called calibration accuracy. This longitudinal quasi-experimental study, set in secondary education, examined how to increase students’ awareness of the accuracy of their grade estimates in order to improve their calibration accuracy. During an entire school year, students from year 1, 2, and 3 provided grade estimates after each of their French exams. Subsequently, when students received their grades, the level of reflection support on their earlier estimates was manipulated. The first group of students just received their grade, the second group had to calculate the difference between their estimate and the actual grade, and the third group also had to reflect on reasons for a possible mismatch. We expected that more reflection support would lead to more improvement in calibration accuracy. Results showed that providing grade estimates already improved calibration accuracy over the school year, regardless of level of reflection support. This finding shows that asking for grade estimates is an easy-toimplement way to improve calibration accuracy of students in secondary education. Keywords Performance feedback . Outcome feedback . Reflection . Self-assessment . Calibration accuracy . Longitudinal design . Overconfidence . Self-regulated learning
* Marloes L. Nederhand [email protected]
1
Department of Psychology, Education and Child Studies, Erasmus University Rotterdam, Woudestein, Mandeville Building, T13-54, P.O. Box 1738 3000DRRotterdam, The Netherlands
2
The Roosevelt Center for Excellence in Education, University College Roosevelt, Utrecht University, Utrecht, The Netherlands
M. L. Nederhand et al.
Introduction If asked to estimate their outcome after an exam, many students tend to provide estimates that are far off their actual outcome (Dunlosky and Rawson 2012; Kruger and Dunning 1999). In general, such misjudgment of performance in education can cause problems, because students may not recognize the need to change ineffective learning strategies, or fail to ask for help, leading to underachievement (Dent and Koenka 2016; Dunlosky and Rawson 2012; Nelson and Narens 1990). Especially since students are being asked to become increasingly in charge of their own learning at all levels of education (Trilling and Fadel 2009; Wolters 2010), scholars have urged for more understanding of how to improve calibration accuracy in education (De Bruin and Van Gog 2012; Panadero, Brown and Strijbos 2016). Calibration accuracy is defined as the match between estimated and actual performance (Lichtenstein and Fischhoff 1977). For example, a student who thin
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