Question Format Biases College Students' Metacognitive Judgments for Exam Performance

College students in a lower-division psychology course made metacognitive judgments by predicting and postdicting performance for true-false, multiple-choice, fill-in-the-blank question sets on each of three exams. This study investigated which format would result the most accurate judgments. Extending Koriat’s (1997) cue-utilization framework to these judgments, gave different cues base Further, has probabilities correctly guessing, can skew accuracy. Students reported lowest estimates questions. Accuracy measured using bias scores showed students’ predictions postdictions were multiple-choice items. gamma correlations items Based findings, educators are encouraged consider what implications have processes when testing over studied material. And, researchers, findings support use accuracy measures get more detailed understanding factors influencing judgment