Children's Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study

Autor/inn/en	Roderer, Thomas; Roebers, Claudia M.
Titel	Children's Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study
Quelle	In: Electronic Journal of Research in Educational Psychology, 11 (2013) 1, S.5-24 (20 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1696-2095
Schlagwörter	Pilot Projects; Mathematics Tests; Performance Based Assessment; Metacognition; Achievement Tests; Cognitive Ability; Predictive Measurement; Predictive Validity; Achievement Rating; Self Efficacy; Grade 5; Foreign Countries; Mathematics Skills; Test Construction; Elementary School Teachers; Elementary School Students; Difficulty Level; Switzerland + Suchen Sie Ihr Suchwort? Pilot project; Modellversuch; Pilotprojekt; Leistungsermittlung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Denkfähigkeit; Rating; Beurteilung; Self-efficacy; Selbstwirksamkeit; School year 05; 5. Schuljahr; Schuljahr 05; Ausland; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Testaufbau; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Schwierigkeitsgrad; Schweiz
Abstract	Introduction: 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. (Contains 6 figures.) (As Provided).
Anmerkungen	University of Almeria, Education & Psychology I+D+i. Faculty of Psychology Department of Educational and Developmental Psychology, Carretera de Sacramento s/n, 04120 LaCanada de San Urbano, Almeria, Spain. Tel: +34-950-015354; Fax: +34-950-015083; Web site: http://www.investigacion-psicopedagogica.org/revista/new/english/presentacion.php
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10