Effects of Grade Level and Subject on Student Test Score Predictions

Abstract

Can children assess their level of knowledge? To answer this question, the authors asked second, fourth, and sixth graders to predict test scores before and after regular classroom examinations in three subjects. A significant Grade × Subject Area interaction was found for predictions just prior to the test. Fourth graders made relatively accurate predictions in all three subject areas. Second graders were similar to fourth graders except for poor predictions in mathematics. Sixth graders made good predictions in mathematics and social studies, but had difficulty in spelling. The pattern of results from posttest (but before feedback) estimates of performance differed only slightly from pretest predictions. Prediction accuracy was strongly correlated with achievement, as measured by classroom tests but not by standardized tests. Some implications of these findings for instruction in self-regulated learning are discussed.

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