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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: PDF
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
FullText Text:
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  Data: 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
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  Data: 10.1007/s11409-011-9083-7
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  Data: 1556-1623
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  Data: 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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      – SubjectFull: Metacognition
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      – SubjectFull: Incentives
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      – TitleFull: Training Metacognition in the Classroom: The Influence of Incentives and Feedback on Exam Predictions
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