From Concurrent Self-Assessment to Postdiction: Grade-Judgment Calibration Across Two Assessments in a First-Year Computer Science Course
First-year computer-science students judged their grade on two assessments differing in judgment type: a concurrent self-assessment embedded in an early quiz (Assessment 1, N=101) and a postdiction after a mid-course written-and-laboratory exam (Assessment 2, N=117), with 94 students linked across both. The concurrent...