Training Metacognition in the Classroom: The Influence of Incentives and Feedback on Exam Predictions
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| Title: | Training Metacognition in the Classroom: The Influence of Incentives and Feedback on Exam Predictions |
|---|---|
| Language: | English |
| Authors: | Miller, Tyler M., Geraci, Lisa |
| Source: | Metacognition and Learning. Dec 2011 6(3):303-314. |
| Availability: | Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail: service-ny@springer.com; Web site: http://www.springerlink.com |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 12 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education |
| Descriptors: | Feedback (Response), Prediction, Metacognition, Incentives, College Students, Low Achievement, Scores, Teaching Methods |
| DOI: | 10.1007/s11409-011-9083-7 |
| ISSN: | 1556-1623 |
| Abstract: | In two semester-long studies, we examined whether college students could improve their ability to accurately predict their own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit) for accuracy would improve predictions by improving students' metacognition, or awareness of their own knowledge. Students' predictions were almost always higher than the grade they earned and this was particularly true for low-performing students. Experiment 1 demonstrated that providing incentives but minimal feedback failed to show improvement in students' metacognition or performance. However, Experiment 2 showed that when feedback was made more concrete, metacognition improved for low performing students although exam scores did not improve across exams, suggesting that feedback and incentives influenced metacognitive monitoring but not control. |
| Abstractor: | As Provided |
| Number of References: | 17 |
| Entry Date: | 2011 |
| Accession Number: | EJ946398 |
| Database: | ERIC |
| Abstract: | In two semester-long studies, we examined whether college students could improve their ability to accurately predict their own exam performance across multiple exams. We tested whether providing concrete feedback and incentives (i.e., extra credit) for accuracy would improve predictions by improving students' metacognition, or awareness of their own knowledge. Students' predictions were almost always higher than the grade they earned and this was particularly true for low-performing students. Experiment 1 demonstrated that providing incentives but minimal feedback failed to show improvement in students' metacognition or performance. However, Experiment 2 showed that when feedback was made more concrete, metacognition improved for low performing students although exam scores did not improve across exams, suggesting that feedback and incentives influenced metacognitive monitoring but not control. |
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| ISSN: | 1556-1623 |
| DOI: | 10.1007/s11409-011-9083-7 |
