Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study
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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 inves-tigated, 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 gro...
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