The literature on calibration suggests that students consider a multitude of factors when they self-evaluate task performance. Nevertheless, few studies have focused on calibration within a complex task enviornment, such as when students are asked to compose written responses based on multiple texts. In this study, we examined the criteria that undergraduate students considered when they were asked to self-evaluate their written responses, composed based on multiple texts. Moreover, we considered the extent to which these criteria had an effect on students' objective response quality, calibration, and confidence bias. Findings revealed that students indeed cited a variety of criteria in justifying their self-evaluations including task-, context-, and person-related factors, consistent with prior research. Further, our study indicated that high quality written responses were associated with accurate calibration and with students' relative under-confidence. We further found that low-performing students demonstrated less accurate calibration and greater over-confidence. Implications for improving students’ metacognitive awareness during complex task completion are discussed.

中文翻译：

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多文本使用中的校准

有关校准的文献表明，学生在自我评估任务绩效时会考虑多种因素。然而，很少有研究专注于在复杂的任务环境中进行校准，例如当要求学生根据多种文本撰写书面答案时。在这项研究中，我们研究了当要求本科生根据多种文本对自己的书面回答进行自我评估时考虑的标准。此外，我们考虑了这些标准在多大程度上影响了学生的客观反应质量，校准和置信度。研究结果表明，与先前的研究一致，学生确实引用了多种标准来证明自己的自我评估，包括与任务，情境和人相关的因素。进一步，我们的研究表明，高质量的书面答案与准确的定标和学生相对的自信心有关。我们进一步发现，表现欠佳的学生表现出较低的校准准确性和更大的过度自信。讨论了在完成复杂任务期间提高学生的元认知意识的含义。