Further Reading: Chapter 32

Annotated Bibliography for Assessment and Self-Evaluation

On Calibration and Metacognitive Accuracy

Kruger, J., & Dunning, D. (1999). Unskilled and unaware of it: How difficulties in recognizing one's own incompetence lead to inflated self-assessments. Journal of Personality and Social Psychology, 77(6), 1121–1134.

The original Dunning-Kruger paper. Worth reading in its entirety rather than relying on the oversimplified "incompetent people think they're geniuses" version. The actual finding is more nuanced and educational: low-competence individuals lack the metacognitive skills to evaluate their own performance because those same skills require some domain competence to develop. Accessible and thought-provoking.

Hacker, D. J., Bol, L., Horgan, D. D., & Rakow, E. A. (2000). Test prediction and performance in a classroom context. Journal of Educational Psychology, 92(1), 160–170.

A classroom-based study showing systematic student overconfidence in exam predictions, with strong negative correlations between overconfidence and performance. The finding that rereaders are more overconfident than self-testers is directly relevant to the mechanisms described in this chapter.

Bjork, R. A. (1994). Memory and metamemory considerations in the training of human beings. In J. Metcalfe & A. Shimamura (Eds.), Metacognition: Knowing about Knowing (pp. 185–205). MIT Press.

Bjork's seminal work on why learning conditions that feel productive often aren't and why conditions that feel difficult (desirable difficulties) produce better outcomes. The distinction between performance during learning and long-term retention is fundamental to understanding why calibration based on immediate performance is unreliable.

On Practice Testing and Self-Testing

Roediger, H. L., & Karpicke, J. D. (2006). Test-enhanced learning: Taking memory tests improves long-term retention. Psychological Science, 17(3), 249–255.

The foundational paper on the testing effect demonstrating that taking memory tests improves long-term retention far more than restudying. The 2006 paper showing that testing beats rereading even after a week's delay (and especially after a week's delay) is the most cited empirical support for self-testing as a study strategy.

Karpicke, J. D., Butler, A. C., & Roediger, H. L. (2009). Metacognitive strategies in student learning: Do students practise retrieval when they study on their own? Memory, 17(4), 471–479.

A survey study asking students what they actually do when studying. Finding: students massively prefer rereading over self-testing despite the evidence that self-testing produces better learning. The paper explores why students prefer less effective strategies — a metacognitive failure that parallels the calibration problem.

Roediger, H. L., Putnam, A. L., & Smith, M. A. (2011). Ten benefits of testing and their applications to educational practice. In J. Mester & B. Ross (Eds.), Psychology of Learning and Motivation, Vol. 55. Elsevier.

A comprehensive review of the benefits of testing that goes beyond simple memory for tested material to include transfer, identification of gaps, reduced forgetting, and metacognitive benefits. Useful for understanding why practice testing is the single most evidence-supported study technique.

On Judgment of Learning

Koriat, A. (1997). Monitoring one's own knowledge during study: A cue-utilization approach to judgments of learning. Journal of Experimental Psychology: General, 126(4), 349–370.

Koriat's influential work on how learners form Judgments of Learning and why those judgments are often inaccurate. The "cue-utilization" framework explains why familiarity and fluency dominate JOLs even when they're unreliable cues to actual learning.

Nelson, T. O., & Narens, L. (1990). Metamemory: A theoretical framework and new findings. Psychology of Learning and Motivation, 26, 125–173.

The foundational theoretical framework for metamemory — the system by which people monitor and control their own memory. Nelson and Narens' model distinguishes between the object-level (actual memory performance) and meta-level (monitoring and control of memory), which is the conceptual foundation for understanding why JOL and actual performance can diverge.

On Self-Assessment in Educational Settings

Nicol, D. J., & Macfarlane-Dick, D. (2006). Formative assessment and self-regulated learning: A model and seven principles of good feedback practice. Studies in Higher Education, 31(2), 199–218.

A thoughtful framework for how assessment should be designed to support self-regulated learning. The seven principles are directly applicable to how you design your own self-assessment practices, not just how teachers design assessments.

Boud, D., & Falchikov, N. (2006). Aligning assessment with long-term learning. Assessment & Evaluation in Higher Education, 31(4), 399–413.

An important paper arguing that assessment should develop students' capacity for lifelong self-assessment, not just measure current performance. The vision of assessment as calibration training aligns precisely with this chapter's argument.