Re-Conceptualizing Calibration Using Trace Methodology

Re-Conceptualizing Calibration Using Trace Methodology

Rylan G. Egan (Simon Fraser University, Canada) and Mingming Zhou (Simon Fraser University, Canada)
Copyright: © 2011 |Pages: 18
DOI: 10.4018/978-1-61692-901-5.ch005
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Abstract

In this chapter, the authors challenge the traditional differentiation between metacognitive monitoring and control in text-based self-regulated learning (SRL). Building on Pieshl (2009), the authors presented a case for conceptualizing and measuring calibration as the interaction between metacognitive monitoring and control under the assumption that learners adjust metacognitive judgments as they monitor and control their learning both within and between trials. To this end they describe three separate but related measures of calibration – assessment, internal, and strategic calibration – to address such questions as what kind of test will be given; how will I perform on such a test; and what can I do to improve my performance, respectively. Each type of calibration is mutually exclusive; however, overall calibration accuracy relies on the hierarchical interplay among all three types. Finally, they provide examples of how trace data for each type of calibration may be collected in a multimedia-learning environment.

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