Online Quizzes, Metacognition, and the Testing Effect: An Optimistic, Cautionary Tale
Abstract
A program intended to improve metacognitive predictions of performance was implemented via a series of online quizzes. Students in a first-year Introductory Psychology class were given the opportunity to practice making predictive metacognitive judgments of performance on a series of online quizzes and on mid-term and final exams. There was no indication that practice making metacognitive judgments improved students‘ metacognitive calibration or bias scores. However, evidence of a testing effect was found, with both high and low performing students who completed more of the quizzes achieving higher marks on the final exam. Instructors who are considering implementing a manipulation or treatment in a classroom setting are encouraged to imbed the treatment within a paradigm that has known benefits to students, such as the testing effect.
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