ABSTRACT: One of the structured experiences of high school students is taking test. This experience is usually prepared as a regular academic activity in school. It aims to measure students’ achievement, which can be gleaned from their test score. How the students provide their impressions or predictive response before they see actual test material and after taking the test are implicit valuations. Thus, implicit valuations are the predictions that answer the question, “what will be their actual test score in mind?”. The study investigates the confidence judgment and test scores of graduating high school students by determining their differences, which are the bases for developing a program to enhance student confidence in test-taking. Its participants consist of five hundred seventy five (575) graduating students from San Pablo City National High School in the Province of Laguna, Philippines. The researchers used two instruments, which are the test prediction forms and teacher-made test. The findings showed that (1) there is a significant difference between the students’ pre-test prediction and post-test prediction; (2) there is a significant difference between the students’ pre-test prediction and actual test score; and (3) there is a significant difference between the students’ post-test prediction and actual test score. It is concluded that students’ are generally overconfident. Furthermore, it is recommended that there is a need to identify factors that affect students’ overconfidence. A module was proposed based on the findings of research.

KEY WORDS: Confidence Judgment; Test Scores; Test Prediction Forms; Teacher-Made Test; Confidence Enhancement.

About the Authors: Tristan M. Eseo is a Special Education Teacher at the Paaralang Pag-ibig at Pag-asa at San Pablo City, Laguna, Philippines. Prof. Armina B. Mangaoil and Bettina M. Sedilla, Ph.D. are the Lecturers at the Faculty of Behavioral and Social Sciences PNU (Philippine Normal University), Taft Avenue, Manila 1000, Philippines. For academic interests, the authors can be contacted via their e-mails at: tmseo77@firstasia.edu.ph, mangaoil.ab@pnu.edu.ph, and bettinasedilla@yahoo.com

How to cite this article? Eseo, Tristan M., Armina B. Mangaoil & Bettina M. Sedilla. (2017). “Confidence Judgment and Test Scores: Basis for Proposed Confidence Enhancement” in EDUCARE: International Journal for Educational Studies, Vol.9(2), February, pp.121-128. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 1979-7877.

Chronicle of the article: Accepted (October 9, 2016); Revised (January 20, 2017); and Published (February 27, 2017).

Confidence Judgment; Test Scores; Test Prediction Forms; Teacher-Made Test; Confidence Enhancement

Bajar, P.A. (2013). Metacognition as Correlates of Achievement in Chemistry Using Predict-Explain-Observe-Explain Approach. Manila: PNU [Philippine Normal University] Press.

Black, Paul & Dylan Wiliam. (1998). “Assessment and Classroom Learning” in Assessment in Education: Principles, Policy & Practice, Vol.5(1), March.

Bonaccio, S. & C. Reeve. (2010). “The Nature and Relative Importance of Students: Perception of the Sources of Test Anxiety” in Learning and Individual Differences, pp.617-625.

Cole, Robert W. (2008). “Educating Everybody's Children: Diverse Teaching Strategies for Diverse Learners”. Available online at: http://www.ascd.org/publications/books/107003/chapters/Educating-Everybody%27s-Children [accessed in Manila, Philippines: August 15, 2016].

Damodaran, Aswath. (2006). “Valuation Approaches and Metrics: A Survey of the Theory and Evidence”. Available online at: http://people.stern.nyu.edu/adamodar/pdfiles/papers/valuesurvey.pdf [accessed in Manila, Philippines: August 15, 2016].

Duckworth, A. et al. (2011). “Role of Test Motivation in Intelligence Testing”. Available online at: http://www.pnas.org [accessed in Manila, Philippines: August 15, 2016].

Dunlosky, J. & J. Metcalfe. (2011). Metacognition. London: SAGE Publication.

Efklides, A. & P. Misailidi. (2010). Trends and Prospects in Metacognition Research. New York: Springer Science.

Flavell, J. (2012). “Metacognition and Cognition Monitoring: A New Era of Cognitive-Developmental Inquiry” in American Psychologist, pp.906-911.

Gravetter, F.J. & L.B. Wallnau. (2010). Essentials of Statistics for the Behavioral Sciences. Belmont, CA: Wadsworth Cengage Learning.

Gravetter, F.J. & L.B. Forzano. (2012). Research Methods for the Behavioral Sciences. Belmont, CA: Wadsworth Cengage Learning, 4th edition.

Hacker, D.J., L. Bol & M.C. Keener. (2013). “Metacognition in Education: A Focus on Calibration” in J. Dunlosky & R. Bjork [eds]. Handbook of Memory and Metacognition. New Jersey: Lawrence Erlbaum Associates, pp.429-455.

Hadwin, A.F. & E.A. Webster. (2013). “Calibration in Goal Setting: Examining the Nature of Judgment Confidence” in Learning and Instruction, pp.37-47.

Hassanbeigi, A. et al. (2011). “The Relationship between Study Skills and Academic Performance of University Students” in Procedia Social and Behavioral Sciences, pp.1416-1424.

Henneman, G. (2014). “Suggestions for Building Students Confidence”. www.statemanjournal.com [accessed in Manila, Philippines: December 1, 2016].

Hickey, C. (2014). “Hundreds of High School Seniors Refuse to Take New State Standardized Exam”. Available online at: Retrieved December 10, 2014, from www.kwgn.com/2014/11/14/hundreds-of-high-school-seniors-refused-to-take-new-state-standardized-exam/ [accessed in Manila, Philippines: December 25, 2016].

Kane, M. (2013). “Validating the Interpretations and Uses of Test Scores” in Journal of Educational Measurement, pp.1-73.

Krebs, S.S. & C.M. Roebers. (2012). “The Impact of Retrieval Processes, Age, General Achievement Level, and Test Scoring Scheme for Children‘s Metacognitive Monitoring and Controlling” in Metacognition & Learning, 7, pp.75-90. DOI:10.1007/s11409-011-9079-3.

McIntire, S.A., L. Miller & R. Lovler. (2011). Foundations of Psychological Testing: A Practical Approach. London: SAGE Publication, 4th edition.

Miller, George A. (2003). “The Cognitive Revolution: A Historical Perspective” in TRENDS in Cognitive Sciences, Vol.7, No.3 [March]. Available online also at: http://www.cs.princeton.edu/~rit/geo/Miller.pdf [accessed in Manila, Philippines: December 25, 2016].

Okabe, Masayoshi. (2013). “Where Does Philippine Education Go? The ‘K to 12’ Program and Reform of Philippine Basic Education”. Available online at: https://ir.ide.go.jp/dspace/bitstream/2344/1267/3/ARRIDE_Discussion_No.425_okabe.pdf [accessed in Manila, Philippines: December 25, 2016].

Praetorius, A.K. et al. (2013). “Judgment Confidence and Judgment Accuracy of Teachers in Judging Self-Concepts of Students” in The Journal of Educational Research, pp.64-76.

Roebers, C.M., C. Schmid & T. Roderer. (2009). “Metacognitive Monitoring and Control Processes Involved in Primary School Children's Test Performance” in British Journal of Educational Psychology, pp.749-767.

Rosenthal, G. et al. (2010). “Do Students Know if They Answered Particular Questions Correctly on a Psychology Exam” in Journal of Instructional Psychology, pp.57-62.

Schunk, D.H. & B.J. Zimmerman. (2007). “Influencing Children’s Self-Efficacy and Self-Regulation of Reading and Writing through Modeling” in Reading & Writing Quarterly, 23(1), pp.7-25.

Shepard, Lorrie A. (2000). “The Role of Classroom Assessment in Teaching and Learning”. Available online at: http://cresst.org/wp-content/uploads/TECH517.pdf [accessed in Manila, Philippines: December 25, 2016].

Stein, Zachary. Theo Dawson & Kurt W. Fischer. (2010). “Redesigning Testing: Operationalizing the New Science of Learning” in Myint Swe Khine & Issa M. Saleh [eds]. New Science of Learning: Cognition, Computers, and Collaboration in Education. New York: Springer, pp.207-224.

UNESCO [United Nations Educational, Scientific, and Cultural Organization]. (2011). Current Challenges in Basic Science Education. Paris: UNESCO Education Sector.

Zimmerman, B.J. (2008). “Investigating Self-Regulation and Motivation: Historical Background, Methodological Developments, and Future Prospects” in American Educational Research Journal, 45(1), pp.166-183.

Zimmerman, B.J. & D.H. Schunk. (2011). “Self-Regulated Learning and Performance: An Introduction and an Overview” in B.J. Zimmerman & D.H. Schunk [eds]. Handbook of Self-Regulation of Learning and Performance. New York: Routledge, pp.1-12.