A Study of At-Risk High School Students' Calibration Accuracy, Self-Efficacy, and Use of Assessment Results

Hunter SUNY

  • Purposes
    • Using experimental design, examining at-rish hish school students SRL practices and behaviour
    • Document changes in students' self-efficacy beliefs and metacognitive ability to calibrate

Context

  • Requirement of HS graduation - NY centralized exam
    • often fail
      • integrated algebra
      • living environment
    • Intensive 5-week summer program
    • daily instruction & tutoring, weekly practice examinations

Intervention

  • After weekly practice exam results, provide feedback to experimental group
    • performance feedback, task-specific and global
    • self-efficacy feedback, task-specific and global

Theoretical framework

  • Academic self-regulated learning SRL (Zimmerman cyclical model)
  • Self-efficacy (Bandur, Schunk & Meece)
  • Calibration accuracy
  • Formative feedback

RQs

  • Did experimental/control group change self-reports SRL strategy use?
  • Effect of treatment on calibration accuracy?
  • Effect of treatment on self-efficacy beliefs?
  • Change over time w/in experimental group
    • Become more accurate in calibration from week to week
    • Increase self-efficacy beliefs
    • Perception of usefulness of feedback to
      • change how they studied
      • …

Measures

  • Self-regulated learning survey
  • Self-efficacy ratings
    • perceived global self-efficacy
    • task-specific sefl-efficacy
  • Calibration accuracy
    • computed based on comparison of predicted practice exam and actual score
  • Usefulness of feedback

Self-assessment

  • opportunities to engage in self-monitoring of studying practices and performance are valuable
  • need to examine more deeply what kinds of information are most useful to help at-risk students self-monitor