Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course

ABSTRACT Students’ ability to accurately judge their knowledge is crucial for effective learning. However, students’ perception of their current knowledge is often misaligned with their actual performance. The relationship between learners’ perception of their performance and their actual performanc...

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Autor principal:	Jennifer L. Osterhage
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2021
Materias:	calibration metacognition Dunning-Kruger effect testing effect undergraduate biology Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/1c22820efc70476b82c32048676b586f
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spelling	oai:doaj.org-article:1c22820efc70476b82c32048676b586f2021-11-15T15:04:51ZPersistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course10.1128/jmbe.00139-211935-78851935-7877https://doaj.org/article/1c22820efc70476b82c32048676b586f2021-09-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.00139-21https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885ABSTRACT Students’ ability to accurately judge their knowledge is crucial for effective learning. However, students’ perception of their current knowledge is often misaligned with their actual performance. The relationship between learners’ perception of their performance and their actual performance on a task is defined as calibration. Previous studies have shown significant student miscalibration in an introductory biology course: students’ predicted exam scores were, on average, significantly higher than their actual scores. The goal of this study was to determine whether completion of a practice test before exams would result in better performance and calibration. The hypothesis was that students who completed a practice test would perform better and be better predictors of their performance on exams than students who did not engage in practice testing. As predicted, students who voluntarily completed a practice test, on average, performed better and were more calibrated than students who did not. Importantly, however, many of the lowest-performing students continued to significantly overestimate their knowledge, predicting higher scores on the exam than they actually earned, despite feedback from practice tests. In contrast, practice testing was associated with underconfidence in high-performing students. These findings indicate that practice tests may enhance calibration for many students. However, additional interventions may be required for the lowest-performing students to become better predictors of their performance.Jennifer L. OsterhageAmerican Society for MicrobiologyarticlecalibrationmetacognitionDunning-Kruger effecttesting effectundergraduate biologySpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 22, Iss 2 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	calibration metacognition Dunning-Kruger effect testing effect undergraduate biology Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	calibration metacognition Dunning-Kruger effect testing effect undergraduate biology Special aspects of education LC8-6691 Biology (General) QH301-705.5 Jennifer L. Osterhage Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course
description	ABSTRACT Students’ ability to accurately judge their knowledge is crucial for effective learning. However, students’ perception of their current knowledge is often misaligned with their actual performance. The relationship between learners’ perception of their performance and their actual performance on a task is defined as calibration. Previous studies have shown significant student miscalibration in an introductory biology course: students’ predicted exam scores were, on average, significantly higher than their actual scores. The goal of this study was to determine whether completion of a practice test before exams would result in better performance and calibration. The hypothesis was that students who completed a practice test would perform better and be better predictors of their performance on exams than students who did not engage in practice testing. As predicted, students who voluntarily completed a practice test, on average, performed better and were more calibrated than students who did not. Importantly, however, many of the lowest-performing students continued to significantly overestimate their knowledge, predicting higher scores on the exam than they actually earned, despite feedback from practice tests. In contrast, practice testing was associated with underconfidence in high-performing students. These findings indicate that practice tests may enhance calibration for many students. However, additional interventions may be required for the lowest-performing students to become better predictors of their performance.
format	article
author	Jennifer L. Osterhage
author_facet	Jennifer L. Osterhage
author_sort	Jennifer L. Osterhage
title	Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course
title_short	Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course
title_full	Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course
title_fullStr	Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course
title_full_unstemmed	Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course
title_sort	persistent miscalibration for low and high achievers despite practice test feedback in an introductory biology course
publisher	American Society for Microbiology
publishDate	2021
url	https://doaj.org/article/1c22820efc70476b82c32048676b586f
work_keys_str_mv	AT jenniferlosterhage persistentmiscalibrationforlowandhighachieversdespitepracticetestfeedbackinanintroductorybiologycourse
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Persistent Miscalibration for Low and High Achievers despite Practice Test Feedback in an Introductory Biology Course

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