Confidence judgments in real classroom settings: Monitoring performance in different types of tests

Moisés Kirk de Carvalho Filho

48 citations0/0 files storedInternational Journal of Psychology

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Innovative Teaching and Learning Methods Memory Processes and Influences Educational Strategies and Epistemologies

Abstract

During testing, students have a valuable opportunity to exercise and improve their self-regulatory skills. However, the extent to which they profit from those experiences may vary according to some personal, test-related, and environmental factors. This study investigated the effects of metacognitive skills and test types on students' test performances, confidence judgments, and on the accuracy of those judgments. A sample of 129 psychology undergraduate students (50 men and 79 women, mean age = 18.9 years) were categorized according to their metacognitive skills (high vs average vs low) and had their test performances and monitoring processes in two different types of tests (i.e., multiple-choice and short-answer tests) compared throughout one academic term. Their test preparation practices, along with their attributional and regulatory processes during test-taking, were also compared by using open-ended questions. The results showed that: (1) high-metacognitive students presented more effective test preparation practices, better test performances, and superior attributional, regulatory, and monitoring processes than their counterparts; (2) differences in performance and judgment accuracy were significantly larger in the short-answer tests than in the multiple-choice tests; and (3) over time, students' performances and confidence levels varied in specific patterns according to the type of test being taken. The results are discussed, focusing on the educational implications of the interactions observed and on how they may determine what students can learn from test-taking experiences. In addition, based on the results obtained, specific suggestions on how to increase the metacognitive awareness of university students through instruction and on how to improve their academic assessment are provided.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 48 citations exist upstream.

References

1990Qualitative evaluation and research methods 1989A social cognitive view of self-regulated academic learning.1994Assessing Metacognitive Awareness 1998Metacognition in Educational Theory and Practice 1989Self-Regulated Learning and Academic Achievement 1994Self-regulation of learning and performance: Issues and educational applications.2026Metacognition, Motivation, and Understanding 1986Becoming a self-regulated learner: Which are the key subprocesses?

Cited by

2013Metacognitive monitoring and learning gain in foundation chemistry 2019Development of Children’s monitoring and control when learning from texts: effects of age and test format 2016Investigating General Chemistry Students’ Metacognitive Monitoring of Their Exam Performance by Measuring Postdiction Accuracies over Time 2022Implementation of digital technology for student involvement based on a 3D quest game for career guidance and assessing students' digital competences

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.