Test prediction and performance in a classroom context

This study focused on students' ability to predict and postdict test perfor mance in a classroom context. Ninety-nine undergraduate students participat ed during a semester-length course in which the relation between self-asses sment and performance was stressed. Research questions were (a) Can student s accurately predict test performance? (b) Does accuracy vary with performa nce? (c) Does prediction accuracy increase over multiple tests? and (d) Do prior performance and predictions of performance influence subsequent predi ctions? High-performing students were accurate, with accuracy improving ove r multiple exams. Low-performing students showed moderate prediction accura cy but good postdiction accuracy. Lowest performing students showed gross o verconfidence in predictions and postdictions. Judgments of performance wer e influenced by prior judgments and not prior performance. Performance and judgments of performance had little influence on subsequent test preparatio n behavior.