The importance of being able to monitor one’s own performance has increased considerably, especially in education, where students of all levels are increasingly in charge of their learning trajectory (Trilling & Fadel, 2009; Wolters, 2010). Given that these students are shown to be largely incompetent in estimating their own performance (Kruger & Dunning, 1999; Sanchez & Dunning, 2018; Sheldon et al., 2014), and given that inaccurate performance judgements are related to underachievement (Dunlosky & Rawson, 2012), a better understanding of how to improve students’ performance estimates is required. The first aim of the studies in this dissertation is therefore to investigate if, and how, students can be supported to learn how they can provide better estimates of their own performance. Furthermore, because inaccurate performance estimates do not solely depend on external support but may also relate to individual differences between students, the second aim of this dissertation is to examine how differences in performance level and more general experience with the task at hand affect both the quality of performance estimates and the effect of the support given. The third and final aim of this dissertation is to test the effects of feedback and individual differences in an ecological valid school setting.

Calibration accuracy, Self-assessment, Performance feedback, Performance level, Self-regulated learning, Education
R.M.J.P. Rikers (Remy) , H.K. Tabbers (Huib)
Erasmus University Rotterdam
Department of Psychology, Education & Child Studies

Nederhand, M.L. (2018, November 22). Improving Calibration Accuracy Through Performance Feedback. Erasmus University Rotterdam. Retrieved from