@inproceedings{2770f49db4d247128920fcafebb5bb62,
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.",
author = "Lindsey, {Beth A.} and Megan Nagel",
note = "Publisher Copyright: {\textcopyright} 2013 American Institute of Physics.; 2012 Physics Education Research Conference, PERC 2012 ; Conference date: 01-08-2012 Through 02-08-2012",
year = "2013",
doi = "10.1063/1.4789701",
language = "English (US)",
series = "AIP Conference Proceedings",
publisher = "American Institute of Physics Inc.",
pages = "258--261",
editor = "Rebello, {N. Sanjay} and Engelhardt, {Paula V.} and Churukian, {Alice D.}",
booktitle = "2012 Physics Education Research Conference",
}