Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study
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. Altho...
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| Format: | info:eu-repo/semantics/article |
| Language: | English |
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Universidad de Almería
2013
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| Online Access: | http://hdl.handle.net/10835/2549 http://dx.doi.org/10.25115/ejrep.v11i29.1555 |
| _version_ | 1789406179821092864 |
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| author | Roderer, Thomas Roebers, Claudia M. |
| author_facet | Roderer, Thomas Roebers, Claudia M. |
| author_sort | Roderer, Thomas |
| collection | DSpace |
| description | 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 grouping the children into three achievement levels, results revealed higher accuracy of performance estimations in the high achievers compared to the low and average achievers. In order to explore the generaliza-tion of these findings, analyses were also conducted for the same children’s tests in their sci-ence classes revealing a very similar pattern of results compared to the domain of mathemat-ics. Discussion and Conclusion. By and large, the present study, in a natural environment, con-firmed previous laboratory findings but also offered additional insights into the generalisation and the test dependency of students’ performances estimations. Keywords: metacognition, primary school, performance estimation, mathematics, science |
| format | info:eu-repo/semantics/article |
| id | oai:repositorio.ual.es:10835-2549 |
| institution | Universidad de Cuenca |
| language | English |
| publishDate | 2013 |
| publisher | Universidad de Almería |
| record_format | dspace |
| spelling | oai:repositorio.ual.es:10835-25492023-04-12T22:07:22Z Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study Estimación de Logro Infantil en Pruebas de Matemáticas y Ciencias Naturales a lo largo de un Curso. Un Estudio Piloto. Roderer, Thomas Roebers, Claudia M. Metacognition Primary school Performance estimation Mathematics Science Metacognición Años primarios de educación Estimulación del rendimiento Matemáticas Ciencias 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 grouping the children into three achievement levels, results revealed higher accuracy of performance estimations in the high achievers compared to the low and average achievers. In order to explore the generaliza-tion of these findings, analyses were also conducted for the same children’s tests in their sci-ence classes revealing a very similar pattern of results compared to the domain of mathemat-ics. Discussion and Conclusion. By and large, the present study, in a natural environment, con-firmed previous laboratory findings but also offered additional insights into the generalisation and the test dependency of students’ performances estimations. Keywords: metacognition, primary school, performance estimation, mathematics, science 2013-10-31T08:45:02Z 2013-10-31T08:45:02Z 2013 info:eu-repo/semantics/article 1696-2095 http://hdl.handle.net/10835/2549 http://dx.doi.org/10.25115/ejrep.v11i29.1555 en http://www.investigacion-psicopedagogica.org/revista/new/english/ContadorArticulo.php?818 info:eu-repo/semantics/openAccess Universidad de Almería Electronic Journal of Research in Educational Psychology. Nº 29 Vol.11 (1), 5-24 |
| spellingShingle | Metacognition Primary school Performance estimation Mathematics Science Metacognición Años primarios de educación Estimulación del rendimiento Matemáticas Ciencias Roderer, Thomas Roebers, Claudia M. Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study |
| title | Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study |
| title_full | Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study |
| title_fullStr | Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study |
| title_full_unstemmed | Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study |
| title_short | Children’s Performance Estimation in Mathematics and Science Tests over a School Year: A Pilot Study |
| title_sort | children’s performance estimation in mathematics and science tests over a school year: a pilot study |
| topic | Metacognition Primary school Performance estimation Mathematics Science Metacognición Años primarios de educación Estimulación del rendimiento Matemáticas Ciencias |
| url | http://hdl.handle.net/10835/2549 http://dx.doi.org/10.25115/ejrep.v11i29.1555 |
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