Are High School Students Accurate in Predicting Their AP Exam Scores?: Examining Inaccuracy and Overconfidence of Students' Predictions
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| Title: | Are High School Students Accurate in Predicting Their AP Exam Scores?: Examining Inaccuracy and Overconfidence of Students' Predictions |
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| Language: | English |
| Authors: | Teresa M. Ober (ORCID |
| Source: | Grantee Submission. 2021. |
| Peer Reviewed: | Y |
| Page Count: | 26 |
| Publication Date: | 2021 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Research on Learning in Formal and Informal Settings (DRL) |
| Contract Number: | 1350787 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | High School Students, Self Evaluation (Individuals), Student Attitudes, High Stakes Tests, Advanced Placement Programs, Tests, Student Evaluation, Accuracy, Scores, Age Differences, Gender Differences, Parent Background, Educational Attainment, Mathematics Instruction, Correlation, Classroom Environment, Learner Engagement, Context Effect, Statistics, Institutional Characteristics, Prior Learning |
| DOI: | 10.1080/0969594X.2022.2037508 |
| Abstract: | We examined whether students were accurate in predicting their test performance two testing contexts (low-stakes and high-stakes). The sample comprised U.S. high school students enrolled in an advanced placement (AP) statistics course during the 2017-2018 academic year (N=209; M[subscript age]=16.6 years). We found that even two months before taking the AP exam, a high stakes summative assessment, students were moderately accurate in predicting their actual scores ([kappa][subscript weighted]=0.62). When the same variables were entered into models predicting inaccuracy and overconfidence bias, results did not provide evidence that age, gender, parental education, number of math classes previously taken, or course engagement accounted for variation in accuracy. Overconfidence bias differed between students enrolled at different schools. Results indicated that students' predictions of performance were positively associated with performance in both low- and high-stakes testing contexts. The findings shed light on ways to leverage students' self-assessment for learning. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED642087 |
| Database: | ERIC |
| Abstract: | We examined whether students were accurate in predicting their test performance two testing contexts (low-stakes and high-stakes). The sample comprised U.S. high school students enrolled in an advanced placement (AP) statistics course during the 2017-2018 academic year (N=209; M[subscript age]=16.6 years). We found that even two months before taking the AP exam, a high stakes summative assessment, students were moderately accurate in predicting their actual scores ([kappa][subscript weighted]=0.62). When the same variables were entered into models predicting inaccuracy and overconfidence bias, results did not provide evidence that age, gender, parental education, number of math classes previously taken, or course engagement accounted for variation in accuracy. Overconfidence bias differed between students enrolled at different schools. Results indicated that students' predictions of performance were positively associated with performance in both low- and high-stakes testing contexts. The findings shed light on ways to leverage students' self-assessment for learning. |
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| DOI: | 10.1080/0969594X.2022.2037508 |
