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Abstract Title: Assessing Students’ Metacognitive Calibration with Knowledge Surveys
Abstract: "Calibration" is an aspect of Metacognition that describes how well students assess their own knowledge. One tool that can help to assess student calibration is the Knowledge Survey (KS). On a KS, students rate their confidence in their ability to answer questions related to course content. A comparison of a student's confidence level with their actual performance on course exams gives an indication of the student's metacognitive calibration. We report on a study that explores students' responses to a KS in introductory physics and chemistry courses serving both STEM and non-STEM populations. In many courses, Delta (the difference between KS-score and Final Exam score, a measure of calibration) was anti-correlated with Final Exam performance. No relationship was found between Delta and students' scientific reasoning abilities. We also report preliminary findings on how calibration differs for questions of a quantitative nature vs. those of a more conceptual nature.
Abstract Type: Contributed Poster Presentation

Author/Organizer Information

Primary Contact: Beth Lindsey
Penn State Greater Allegheny, Physics
4000 University Dr.
McKeesport, PA 15132
Phone: 412-675-9148
Co-Author(s)
and Co-Presenter(s)
Megan Nagel, Penn State Greater Allegheny, Chemistry