Date of Award

Winter 2014

Document Type


Degree Name

Doctor of Philosophy (PhD)


Teaching and Learning


Curriculum and Instruction

Committee Director

Linda Bol

Committee Member

Shana Pribesh

Committee Member

Yonghee Suh


The effect of a calibration strategy requiring students to predict and postdict their scores on a writing exam was investigated. The utility of rubric-referenced calibration and the interaction between achievement and self-efficacy on calibration accuracy were also explored. Five hundred ninety six undergraduate students enrolled in an urban, comprehensive, public university participated. Students were assigned to one of three calibration conditions: (1) a global condition (overall judgments only), (2) a global and criteria condition (a general rubric), or (3) a global and detailed criteria condition (a detailed rubric). Students in all three conditions provided global calibrations before and after the exam. Students also completed the Writing Self-Regulatory Efficacy Scale. Neither calibration condition alone nor self-efficacy alone was found to effect calibration accuracy. Calibration condition and SAT critical reading achievement were found to be significant for predictive accuracy in organization and development and analysis only. Calibration condition and global writing scores interacted to significantly effect prediction and postdiction accuracy in sentence structure, as well as prediction accuracy - in grammar, diction, and mechanics. Higher achieving students in all three conditions were more accurate than lower achieving students. Additional research is needed to fully examine the relationships among calibration accuracy, achievement, self-efficacy and specific writing criteria.