Four cornerstones of calibration research: Why understanding students' judgments can improve their achievement

Insights, Pearls, and Guidance on Successfully Producing and Publishing Educational Research

“…Even in the face of confidence, learning must be calibrated against some defined measure. 23 Confidence judgments alone in the absence of calibration of student learning may not be helpful. Confidence judgments can become complicated when considering time-effects 24 or when relating confidence to various levels of students.…”

Influence of Fluid Intelligence on Accuracy of Metacognitive Monitoring in Preschool Children Fades with the Calibration Feedback

“…Calibration is the relationship between performance and monitoring judgment on an item-by-item basis (Dunlosky & Thiede, 2013;Hacker, Bol, & Bahbahani, 2008;Nietfeld et al, 2006;Schraw, 2009). Therefore, calibration feedback provides information about the correctness of task performance as well as the accuracy of the metacognitive judgment regarding it.…”

Monitoring and depth of strategy use in computer‐based learning environments for science and history

“…More research is needed regarding contingent relations between metacognitive monitoring and control of strategies (Ben-Eliyahu & Bernacki, 2015). Learners who more accurately assess their understanding (i.e., calibration; Alexander, 2013;Dunlosky & Thiede, 2013;Reid et al, 2017) are more likely to recognize when ineffective strategies are hampering their progress, and more likely to enact metacognitive control to select more effective strategies (Winne, 2001). Indeed, recent research has shown that when college students monitored their learning and determined they did not understand material, those who changed their learning strategy (i.e., enacting metacognitive control) outperformed those who continued with the same learning strategy (Binbasaran T€ uys€ uzo glu & Greene, 2015).…”

“…From this fundamental research came insights regarding the somewhat non‐intuitive nature of human learning (cf. Bjork, Dunlosky, & Kornell, ), specifically regarding how learners were often miscalibrated when it came to what they did and did not know (Dunlosky & Thiede, ), as well as what kinds of strategies were most effective for long‐term recall and understanding (Dunlosky et al ., ). These findings derived largely from context‐free laboratory studies, where learners were asked to recall pairs of unrelated words, or comprehend short passages of text outside of the context of larger disciplinary standards and learning outcomes (Goldman et al ., ).…”