Children's performance estimation in mathematics and science tests over a school year: A pilot study

Roderer, Thomas; Roebers, Claudia M. (2013). Children's performance estimation in mathematics and science tests over a school year: A pilot study. Electronic Journal of Research in Educational Psychology, 11(1), pp. 5-24. Universidad de Almería

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Roderer%20&%20Roebers%20%282013%29.%20Childrens%20Performance%20Estimation%20in%20Mathematics%20and%20Science%20Tests%20over%20a%20School%20Year.%20EJREP.pdf - Published Version
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The metacognitve ability to accurately estimate ones performance in a test, is assumed to be of central importance for initializing task-oriented effort. In addition activating adequate problem-solving strategies, and engaging in efficient error detection and correction. Although school children's' ability to estimate their own performance has been widely investigated, this was mostly done under highly-controlled, experimental set-ups including only one single test occasion. Method: The aim of this study was to investigate this metacognitive ability in the context of real achievement tests in mathematics. Developed and applied by a teacher of a 5th grade class over the course of a school year these tests allowed the exploration of the variability of performance estimation accuracy as a function of test difficulty. Results: Mean performance estimations were generally close to actual performance with somewhat less variability compared to test performance. When grouping the children into three achievement levels, results revealed higher accuracy of performance estimations in the high achievers compared to the low and average achievers. In order to explore the generalization of these findings, analyses were also conducted for the same children's tests in their science classes revealing a very similar pattern of results compared to the domain of mathematics. Discussion and Conclusion: By and large, the present study, in a natural environment, confirmed previous laboratory findings but also offered additional insights into the generalisation and the test dependency of students' performances estimations.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Developmental Psychology

UniBE Contributor:

Roderer, Thomas and Roebers, Claudia

Subjects:

100 Philosophy > 150 Psychology

ISSN:

1696-2095

Publisher:

Universidad de Almería

Language:

English

Submitter:

Jeannine Sebel

Date Deposited:

24 Apr 2014 14:43

Last Modified:

05 Dec 2014 12:12

Related URLs:

BORIS DOI:

10.7892/boris.45238

URI:

https://boris.unibe.ch/id/eprint/45238

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