Psikoloji Bölümü

Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/833

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Browsing Psikoloji Bölümü by Author "Basokcu, Tahsin Oguz"

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    Beyond counting the correct responses: Metacognitive monitoring and score estimations in mathematics
    (WILEY111 RIVER ST, HOBOKEN 07030-5774, NJ, 2022) Basokcu, Tahsin Oguz; 0000-0001-5828-1237; 0000-0002-4821-0045; AGÜ, İnsan ve Toplum Bilimleri Fakültesi, Psikoloji Bölümü; Guzel, Mehmet Akif
    This study investigated how well students differentiate their responses' accuracies (metacognitive monitoring) and estimate their test scores beyond counting—and counting on—the number of correct responses alone. Monitoring abilities of 2832 sixth‐graders (1410 male and 1422 female native in Turkish) at an 11‐item Program for International Student Assessment (PISA)‐equivalent mathematics test were measured via response‐contingent Type‐2 signal detection theory. The students also made score estimations right before and immediately after completing the test (pre‐ and posttest estimations, respectively). Although high‐scoring students underestimated and low‐scoring ones overestimated how they would perform in the test, high‐scorers were accurate in their posttest estimations unlike the low‐scoring group, where the lattaer retained their overestimation tendencies. Having better monitoring performance, the high‐scoring group could subsequently calibrate their posttest estimations. Additional assessment methods such as measuring monitoring and score estimations seem to have the potential to reveal how mathematics students behave before, during, and after responding.
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    Knowledge about others' knowledge: how accurately do teachers estimate their students' test scores?
    (SPRINGER, 2023) Guzel, Mehmet Akif; Basokcu, Tahsin Oguz; 0000-0001-5828-1237; AGÜ, İnsan ve Toplum Bilimleri Fakültesi, Psikoloji Bölümü; Guzel, Mehmet Akif
    Besides learners' awareness of their knowledge, a growing number of studies also emphasise the importance of teachers' awareness of how well their students perform to adjust their teaching strategies accordingly. Therefore, proposing a multi-layered metacognitive regulatory model in teaching first, we investigated whether estimation type, item difficulty, and class performance affect teachers' judgment accuracies ([JAs], i.e., score estimations). Teachers (N=38) of 86 classes made item-by-item and overall estimations of their classes' test scores (N=2608 sixth-graders native in Turkish) at a PISA-equivalent mathematics test that was developed in the earliest phase of the current long-term research project. The results showed that teachers' item-by-item estimations were below their classes' actual performance, unlike their overall estimations. Teachers of low-performance classes were less accurate than those of high-performance classes. These teachers also showed the clearest underestimation for the easy questions, whereas teachers of high-performance classes overestimated their classes' scores for the difficult questions. This dissociation implied that the teachers 'must have' primarily used their perceptions about their classes (e.g., classes' existing performance) as a mnemonic judgment cue rather than item difficulty as an external cue when making their score estimations. The implications of the results were discussed in the light of existing literature and suggestions for prospective research were given.