An Assessment of Students' Calibration of Comprehension and Calibration of Performance Using Multiple Measures
In the present study we examined students’ ability to judge comprehension of text material (before actually taking a test) as well as ability to judge comprehension performance on text material (after taking a test). We examined each of these two abilities, termed calibration of comprehension and calibration of performance, by using multiple measures rather than just one as has traditionally been done in the literature. We also examined the role of students’ self-assessed monitoring ability and self-image presentation in calibration skills. Results indicated that students were able to calibrate comprehension and performance although calibration levels were low, especially for calibration of comprehension. Students who calibrated comprehension well also tended to calibrate performance well. Several measures used to examine calibration of comprehension were consistent predictors of performance as were both quantitative and qualitative measures of calibration of performance. Students’ calibration accuracy remained stable across measures and assessment conditions. Although students’ self-assessed ability was not related to their actual calibration skills, self-image presentation was related to students’ self-assessments and to their ability to calibrate performance. Implications and directions for future research are discussed. © 2001 Taylor & Francis.
(2001). An Assessment of Students' Calibration of Comprehension and Calibration of Performance Using Multiple Measures. Reading Psychology, 22(2), 111-128.
Available at: https://aquila.usm.edu/fac_pubs/21256