Assessing students' metacognitive calibration with knowledge surveys

Research output: Chapter in Book/Report/Conference proceedingConference contribution

1 Scopus citations

Abstract

"Calibration" is an aspect of metacognition that describes how well students assess their own knowledge. One tool that can help to assess student calibration is the knowledge survey (KS). On a KS, students rate their confidence in their ability to answer questions related to course content. A comparison of a student's confidence level with their actual performance on course exams gives an indication of the student's metacognitive calibration. We report on a study that explores students' responses to a KS in introductory physics and chemistry courses serving both STEM and non-STEM populations. In many courses, Delta (the difference between KS-score and final exam score, a measure of calibration) was anti-correlated with final exam performance. No relationship was found between Delta and students' scientific reasoning abilities. We also report preliminary findings on how calibration differs for questions of a quantitative nature vs.Those of a more conceptual nature.

Original languageEnglish (US)
Title of host publication2012 Physics Education Research Conference
EditorsN. Sanjay Rebello, Paula V. Engelhardt, Alice D. Churukian
PublisherAmerican Institute of Physics Inc.
Pages258-261
Number of pages4
ISBN (Electronic)9780735411340
DOIs
Publication statusPublished - Jan 1 2013
Event2012 Physics Education Research Conference, PERC 2012 - Philadelphia, United States
Duration: Aug 1 2012Aug 2 2012

Publication series

NameAIP Conference Proceedings
Volume1513
ISSN (Print)0094-243X
ISSN (Electronic)1551-7616

Other

Other2012 Physics Education Research Conference, PERC 2012
CountryUnited States
CityPhiladelphia
Period8/1/128/2/12

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All Science Journal Classification (ASJC) codes

  • Physics and Astronomy(all)

Cite this

Lindsey, B. A., & Nagel, M. (2013). Assessing students' metacognitive calibration with knowledge surveys. In N. S. Rebello, P. V. Engelhardt, & A. D. Churukian (Eds.), 2012 Physics Education Research Conference (pp. 258-261). (AIP Conference Proceedings; Vol. 1513). American Institute of Physics Inc.. https://doi.org/10.1063/1.4789701