Calibration and confidence: Where to next?

100 citations recorded by the source corpus.

How researchers see this paper

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The Future of Student Self-Assessment: a Review of Known Unknowns and Potential Directions (2016, result): “Perhaps resolution of these differing results can be found in the suggestion by Hattie (2013) that learners, regardless of ability, are better at judging the quality of their performance at a generalized rather than at a task or item specific level.”
Metacognition in schools: what does the literature suggest about the effectiveness of teaching metacognition in schools? (2018, background): “This view is reinforced by Hattie (2013), who suggests that pupils are very clear about their own academic performance when taught appropriate skills of metacognition.”
How Does Metacognition Contribute to the Regulation of Learning? An Integrative Approach (2014, background): “…identical: One can be well calibrated, that is, show small discrepancy between performance and monitoring overall (e.g., students can quite accurately predict their final grades in a course), but not very successful in resolution (e.g., predict their performance at specific tasks, Hattie, 2013).”