Document Type

Abstract

Publication Date

2017

Pages

1 pp.

Abstract

The utility of rubric-referenced calibration and the interaction between achievement and calibration accuracy were investigated. Students (N = 596) were assigned to one of three calibration conditions: (1) a global condition, (2) a general criteria condition, or (3) a detailed criteria condition. Students in all three conditions provided holistic predictions and postdictions, while students in the criteria conditions also provided criteria-based predictions and postdictions. While calibrating by condition did not affect calibration accuracy overall, significant effects were found between calibration accuracy by criteria and achievement level. Calibrating using detailed criteria lessened the difference in calibration accuracy between low and high achievers and improved the calibration accuracy of low achievers.

Rights

© 2017 The Authors. All Rights Reserved.

Included with the kind written permission of the authors.

Comments

This is an unpublished abstract. It has not been peer-reviewed.

Original Publication Citation

Hawthone, K. A., Bol, L., & Pribesh, S. (2017). The effects of rubric use on calibration accuracy. Unpublished manuscript. Darden College of Education Faculty, Old Dominion University.

ORCID

0000-0001-9157-3493 (Pribesh)

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