Today’s feed is about using the hypercorrection effect to improve student’s performance during revision activities. The idea is to make students reflect about how much they know about something. Butterfield & Metcalfe, 2001, found that high-confidence errors are more likely to be corrected after feedback.
To apply this practically in class whenever working on tasks ask students to write a ‘confidence score’ out of ten prior to marking. Another alternative is if marks are indicated next to a task to get students to indicate next to the mark how many they think they have achieved. As well creating a hypercorrection effect the act of self-reflection causes the students to check for errors more thoroughly.
It has been tested with year 11s and it’s been extremely insightful to assess who is under and over confident to facilitate interventions. The students have also been very surprised with how much they vary from their prediction. As a result it has helped them identify their strengths and weaknesses in order to prioritise their revision. It is also a strategy that is a tweak to practice that improves learning without increasing teacher’s workload.
After listening to a podcast from Mr. Barton who has been using this strategy, he has also found in research that student’s learning significantly improves following self-assessment as opposed to peer-assessment.