A Comparison of the Effects of Practice Tests and Traditional Review on Performance and Calibration

By Linda Bol, Douglas J. Hacker. 2001

175 citations recorded by the source corpus.

Subfields: Education, Management Science and Operations Research, Public Health, Environmental and Occupational Health

View Paper: https://www.semanticscholar.org/paper/9d67a8bc81b7837c180275b4958b2d845b7d4f6e

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In Education

In Management Science and Operations Research

In Public Health, Environmental and Occupational Health

Citations in the corpus

Metacognition in education: A focus on calibration. (2008, methodology): “Bol and Hacker (2001) investigated the effectiveness of using practice tests versus traditional review to improve calibration accuracy on midterm and final exams.”
Enhancing self-reflection and mathematics achievement of at-risk urban technical college students (2011, background): “Overestimation of learning by poorer achieving students has been reported in a variety of areas of academic functioning (Bol & Hacker, 2001 ), but there has been little research support that these self-judgments could be improved, even with prolonged metacognitive training (Hacker & Bol, 2004).”
Flawed Self-Assessment (2004, unknown): “Bol and Hacker (2001) had students take a practice test before taking an actual exam afewdays later.”
A comparison of high and low achieving students on self-regulated learning variables (2016, background): “We hypothesized that high achieving students would be more accurate in their metacognitive monitoring (Bol & Hacker, 2001; Zimmerman & Moylan, 2009), report higher levels of metacognitive awareness (Sperling, Richmond, Ramsay, & Klapp, 2012), feel more efficacious (Komarraju & Nadler, 2013;…”
A Cross-National Comparison Study on the Accuracy of Self-Efficacy Beliefs of Middle-School Mathematics Students (2007, background): “Likewise, Bol and Hacker (2001) found that high achieving graduate students were more accurate in their calibration than were lower achieving students.”
The effects of self-regulated learning training on community college students’ metacognition and achievement in developmental math courses (2016, background): “For example, Bol and her colleagues have demonstrated that lower-achieving college students were inaccurate and overconfident when predicting their performance on academic tasks (Bol & Hacker, 2001; Bol, Hacker, O’Shea, & Allen, 2005).”
Effects of Self-Correction Strategy Training on Middle School Students' Self-Efficacy, Self-Evaluation, and Mathematics Division Learning (2008, background): “Research indicates that accuracy correlates positively with performance (Bol & Hacker, 2001).”