The effects of individual or group guidelines on the calibration accuracy and achievement of high school biology students

By Linda Bol, Douglas J. Hacker, Camilla C. Walck, John A. Nunnery. 2012

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A Critical Review of Research on Student Self-Assessment (2019, background): “There is evidence that consistency can be improved through experience (Lopez and Kossack, 2007; Yilmaz, 2017; Nagel and Lindsey, 2018), the use of guidelines (Bol et al., 2012), feedback (Thawabieh, 2017), and standards (Baars et al.”
Students' intentions to study non-compulsory mathematics: the importance of how good you think you are (2015, background): “For example, providing metacognitive instruction to lower-secondary students gave benefits to mathematics problem solving (Kramarski et al., 2002); secondary students who practiced calibration also had increased accuracy and attainment in biology (Bol et al., 2012).”
The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses (2016, background): “Studies have focused on elementary school students (Throndsen, 2011), middle school students (Perels et al., 2009), and high school students (Bol et al., 2012; Kramarski & Gutman, 2006).”