Research has demonstrated that low performing general chemistry students suffer from illusory competence—they are substantially miscalibrated from their actual standing on course assessments. This miscalibration phenomenon also appears to persist across a semester, despite repeated feedback. However, tasks that demand that students engage in instructor feedback appear to abate students’ illusions of competence. Briefly, students generated task feedback by reflecting on course assessments. This presentation, the first in a sequence of two, will discuss the research confirming that interventions such as this help students to become more calibrated to their performance on subsequent exams.

Engaging in feedback, part 1: Research on illusory competence and self-assessment

254th National Meeting (2017)

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