In this workshop, the cognitive perspective on students’ self-evaluations of test performance will be presented, including discussions of the different types of self-evaluations students can make (predictions before the test, and postdictions after the test), the problem of overconfidence, and the difficulty of improving these judgments. The importance of question order on testing, how it can affect self-evaluations of test performance, and how during study it can affect the learning process will also be covered.
Part Two of “Reframing Testing as a Learning Experience” Seminar.
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