Expert calibration of performance

The purpose of this study was to address competing hypotheses regarding the effects of domain specific prior knowledge on learners\u27 abilities to effectively monitor performance. University students either expert or novice in the domain of probability predicted their performance prior to both a reading assessment and three probability assessments. After answering items, learners also rated the accuracy of their responses. Independent t-test procedures indicated that predictions, performance and post-test accuracy ratings did not differ between groups on the reading assessment. On the probability assessment, repeated measures ANOVA procedures indicated significant main effects for both group and difficulty level for predictions, performance and post-test accuracy ratings. These findings indicate, contrary to previous research, that domain-specific prior knowledge assists learners in effective monitoring of performance. Additional findings indicated no gender differences in ability to predict or to calibrate performance. Further findings suggested the possibility of across-task monitoring skills in some learners. These findings are of particular interest to those interested in training learners in metacognitive skills. Implications for instruction were presented