Grades provide students with information about their level of performance. However, grades may also make students more aware of how well they have estimated their performance, their so-called calibration accuracy. This longitudinal quasi-experimental study, set in secondary education, examined how to increase students’ awareness of the accuracy of their grade estimates in order to improve their calibration accuracy. During an entire school year, students from year 1, 2, and 3 provided grade estimates after each of their French exams. Subsequently, when students received their grades, the level of reflection support on their earlier estimates was manipulated. The first group of students just received their grade, the second group had to calculate the difference between their estimate and the actual grade, and the third group also had to reflect on reasons for a possible mismatch. We expected that more reflection support would lead to more improvement in calibration accuracy. Results showed that providing grade estimates already improved calibration accuracy over the school year, regardless of level of reflection support. This finding shows that asking for grade estimates is an easy-to-implement way to improve calibration accuracy of students in secondary education.

中文翻译：

---

关于考试成绩以提高中学生校准水平的反思：一项纵向研究

成绩为学生提供有关其表现水平的信息。但是，成绩也可能使学生更加了解他们对自己的表现的估计程度，即所谓的校准精度。这项纵向准实验研究是在中学教育中进行的，研究了如何提高学生对成绩评估准确性的认识，以提高他们的校准准确性。在整个学年中，来自1、2和3年级的学生在每次法语考试后都会提供成绩评估。随后，当学生收到自己的成绩时，便会操纵他们对先前估计的反思支持水平。第一组学生刚获得他们的成绩，第二组学生必须计算他们的估计值与实际成绩之间的差，第三组还必须考虑可能不匹配的原因。我们期望更多的反射支持将导致校准精度的更大提高。结果表明，无论反射支持级别如何，提供学年成绩估计都已提高了整个学年的校准精度。这一发现表明，要求成绩评估是提高中等教育学生校准准确性的一种易于实施的方法。