Primary 6 Vocabulary Metacognition & Self-Assessment

Primary 6 vocabulary metacognition is the learner’s ability to judge word knowledge accurately: to know when a word is secure, partly known, guessed, confused or unknown, and then choose what to do next. Searches for Grade 6 vocabulary self-assessment, vocabulary confidence, word knowledge monitoring, metacognition vocabulary, how to know if you know a word and vocabulary study strategies all concern the same control problem—learners cannot manage vocabulary well if their judgement of what they know is unreliable.

A Primary 6 learner may feel confident because a word looks familiar, yet be unable to explain or use it. Another may know the word accurately but hesitate because confidence is low. A third may mark every unfamiliar word for study even when only a few are important. Good Grade 6 vocabulary monitoring separates familiarity from meaning, recognition from retrieval, and uncertainty from ignorance. It also helps learners decide whether to infer, verify, practise, revisit or move on.

This guide builds a metacognitive vocabulary system for older primary learners. It connects confidence ratings, delayed self-testing, error logs, strategy choice, calibration, study prioritisation and independent reading. The central principle is practical: the learner should become increasingly able to answer two questions accurately—“What do I actually know about this word?” and “What is the smallest useful action I should take next?”

The 50-second word-knowledge monitor

Name the state: unknown, familiar, partly known, retrievable, or secure.
Prove it: explain or use the word without looking.
Check confidence: low, medium or high.
Compare confidence with performance: was the judgement calibrated?
Choose an action: infer, verify, practise retrieval, repair misuse, or move to maintenance.
Recheck later: delayed performance is more honest than immediate familiarity.

Familiarity is not mastery

Seeing a word many times creates a feeling of knowing. Ask for a definition, contrast or original use before treating familiarity as secure knowledge.

The general Vocabulary Assessment owner measures what a learner knows; this Primary 6 metacognitive owner teaches the learner to make and improve those judgements personally, then regulate study accordingly.

Confidence can be too high or too low

Overconfidence causes under-study; underconfidence wastes time on already secure words. Calibration means confidence increasingly matches actual performance.

Delayed self-testing improves judgement

Immediately after study, cues remain active. A test the next day provides a more realistic picture of what can be retrieved independently.

Errors should be classified, not merely counted

Wrong meaning, wrong sense, weak collocation, morphology, spelling, retrieval and register are different failures. The correction should match the failure.

Strategy choice is a metacognitive act

The learner must decide whether context is enough, a dictionary is needed, the word deserves study, or the text can be understood without full resolution.

Study time should follow uncertainty and utility

High-utility weak words deserve more attention than low-utility curiosities. Secure words should move into spaced maintenance instead of consuming daily practice.

Knowing when to stop matters

Vocabulary learning is open-ended. A learner who tries to master every word equally will overload the system. Good monitoring supports selective depth.

Prediction before checking reveals the model

Ask the learner to predict a meaning or choose a sense before opening the dictionary. Comparing prediction and reference information makes misconceptions visible.

Explanation reveals hidden uncertainty

A correct multiple-choice answer may conceal guessing. Asking “Why does this fit?” exposes the evidence and the confidence behind the choice.

Metacognition supports independent reading

Readers who notice lexical uncertainty without panicking can mark, infer, continue, return and verify. Monitoring keeps one unknown word from hijacking the whole passage.

Metacognition supports exam repair

After practice, learners should identify whether lost marks came from unknown vocabulary, misread command words, weak retrieval or imprecise use. The post-error decision matters more than the label “careless”.

Teacher feedback should gradually transfer control

Early on, the teacher names the error type. Later, the learner should diagnose it first and propose the next practice step. Independence grows when monitoring becomes student-owned.

A five-state vocabulary dashboard

Unknown

I cannot identify a useful meaning yet. Require evidence for the classification. A learner is not allowed to promote a word based only on feeling.

Familiar

I recognise the form but cannot explain enough. Require evidence for the classification. A learner is not allowed to promote a word based only on feeling.

Developing

I know a central meaning but context, collocation or retrieval is unstable. Require evidence for the classification. A learner is not allowed to promote a word based only on feeling.

Usable

I can retrieve and use the relevant sense in familiar contexts. Require evidence for the classification. A learner is not allowed to promote a word based only on feeling.

Secure and transferable

I can explain, retrieve, use, reject near-misses and transfer after a delay. Require evidence for the classification. A learner is not allowed to promote a word based only on feeling.

One hundred calibration cases

Calibration 1: analyse with very low confidence

A learner who recognises the word but cannot explain it reports very low confidence for analyse in a narrative comprehension passage. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 2: clarify with low confidence

A learner who knows the word in English but not other subjects reports low confidence for clarify in a project reflection. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 3: outcome with medium confidence

A learner who reads fluently until several unfamiliar words cluster reports medium confidence for outcome in a Science experiment explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 4: adapt with high confidence

A learner who can explain it but chooses the wrong sense reports high confidence for adapt in a digital article. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 5: resource with very high confidence

A learner who is overconfident after one correct answer reports very high confidence for resource in an oral discussion. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 6: generate with very low confidence

A learner who stops reading whenever one word is unknown reports very low confidence for generate in a peer explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 7: relevant with low confidence

A learner who retrieves it slowly reports low confidence for relevant in a continuous-writing paragraph. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 8: coherent with medium confidence

A learner who is underconfident despite accurate knowledge reports medium confidence for coherent in a revision quiz. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 9: perspective with high confidence

A learner who uses a dictionary but selects the first definition reports high confidence for perspective in a news report. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 10: alternative with very high confidence

A learner who uses it with an unnatural collocation reports very high confidence for alternative in a class discussion. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 11: similar with very low confidence

A learner who remembers one memorised example only reports very low confidence for similar in a graph explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 12: illustrate with low confidence

A learner who can write the word but cannot retrieve it orally reports low confidence for illustrate in an informational article. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 13: evidence with medium confidence

A learner who guesses too quickly from one clue reports medium confidence for evidence in a textbook paragraph. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 14: consistent with high confidence

A learner who forgets after several days reports high confidence for consistent in a Mathematics word problem. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 15: predict with very high confidence

A learner who can say the word but misspells it in writing reports very high confidence for predict in a debate. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 16: approach with very low confidence

A learner who depends on a word bank reports very low confidence for approach in a situational-writing prompt. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 17: source with low confidence

A learner who confuses a near-synonym reports low confidence for source in a Secondary 1 preview text. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 18: process with medium confidence

A learner who knows the meaning but misses the writer’s tone reports medium confidence for process in a listening-comprehension extract. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 19: infer with high confidence

A learner who avoids checking uncertain meanings reports high confidence for infer in a documentary transcript. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 20: context with very high confidence

A learner who knows the family but not the required form reports very high confidence for context in a school announcement. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 21: priority with very low confidence

A learner who recognises the word but cannot explain it reports very low confidence for priority in a narrative comprehension passage. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 22: capacity with low confidence

A learner who knows the word in English but not other subjects reports low confidence for capacity in a project reflection. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 23: sufficient with medium confidence

A learner who reads fluently until several unfamiliar words cluster reports medium confidence for sufficient in a Science experiment explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 24: respond with high confidence

A learner who can explain it but chooses the wrong sense reports high confidence for respond in a digital article. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 25: justify with very high confidence

A learner who is overconfident after one correct answer reports very high confidence for justify in an oral discussion. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 26: criterion with very low confidence

A learner who stops reading whenever one word is unknown reports very low confidence for criterion in a peer explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 27: procedure with low confidence

A learner who retrieves it slowly reports low confidence for procedure in a continuous-writing paragraph. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 28: category with medium confidence

A learner who is underconfident despite accurate knowledge reports medium confidence for category in a revision quiz. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 29: theory with high confidence

A learner who uses a dictionary but selects the first definition reports high confidence for theory in a news report. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 30: variable with very high confidence

A learner who uses it with an unnatural collocation reports very high confidence for variable in a class discussion. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 31: consequence with very low confidence

A learner who remembers one memorised example only reports very low confidence for consequence in a graph explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 32: deduce with low confidence

A learner who can write the word but cannot retrieve it orally reports low confidence for deduce in an informational article. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 33: proportion with medium confidence

A learner who guesses too quickly from one clue reports medium confidence for proportion in a textbook paragraph. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 34: condition with high confidence

A learner who forgets after several days reports high confidence for condition in a Mathematics word problem. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 35: topic with very high confidence

A learner who can say the word but misspells it in writing reports very high confidence for topic in a debate. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 36: compare with very low confidence

A learner who depends on a word bank reports very low confidence for compare in a situational-writing prompt. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 37: evaluate with low confidence

A learner who confuses a near-synonym reports low confidence for evaluate in a Secondary 1 preview text. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 38: demonstrate with medium confidence

A learner who knows the meaning but misses the writer’s tone reports medium confidence for demonstrate in a listening-comprehension extract. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 39: resolve with high confidence

A learner who avoids checking uncertain meanings reports high confidence for resolve in a documentary transcript. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 40: connection with very high confidence

A learner who knows the family but not the required form reports very high confidence for connection in a school announcement. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 41: trend with very low confidence

A learner who recognises the word but cannot explain it reports very low confidence for trend in a narrative comprehension passage. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 42: conclude with low confidence

A learner who knows the word in English but not other subjects reports low confidence for conclude in a project reflection. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 43: interpret with medium confidence

A learner who reads fluently until several unfamiliar words cluster reports medium confidence for interpret in a Science experiment explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 44: differentiate with high confidence

A learner who can explain it but chooses the wrong sense reports high confidence for differentiate in a digital article. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 45: retain with very high confidence

A learner who is overconfident after one correct answer reports very high confidence for retain in an oral discussion. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 46: effect with very low confidence

A learner who stops reading whenever one word is unknown reports very low confidence for effect in a peer explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 47: purpose with low confidence

A learner who retrieves it slowly reports low confidence for purpose in a continuous-writing paragraph. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 48: reason with medium confidence

A learner who is underconfident despite accurate knowledge reports medium confidence for reason in a revision quiz. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 49: significant with high confidence

A learner who uses a dictionary but selects the first definition reports high confidence for significant in a news report. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 50: elaborate with very high confidence

A learner who uses it with an unnatural collocation reports very high confidence for elaborate in a class discussion. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 51: retrieve with very low confidence

A learner who remembers one memorised example only reports very low confidence for retrieve in a graph explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 52: function with low confidence

A learner who can write the word but cannot retrieve it orally reports low confidence for function in an informational article. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 53: audience with medium confidence

A learner who guesses too quickly from one clue reports medium confidence for audience in a textbook paragraph. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 54: result with high confidence

A learner who forgets after several days reports high confidence for result in a Mathematics word problem. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 55: contrast with very high confidence

A learner who can say the word but misspells it in writing reports very high confidence for contrast in a debate. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 56: equivalent with very low confidence

A learner who depends on a word bank reports very low confidence for equivalent in a situational-writing prompt. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 57: sequence with low confidence

A learner who confuses a near-synonym reports low confidence for sequence in a Secondary 1 preview text. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 58: identify with medium confidence

A learner who knows the meaning but misses the writer’s tone reports medium confidence for identify in a listening-comprehension extract. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 59: register with high confidence

A learner who avoids checking uncertain meanings reports high confidence for register in a documentary transcript. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 60: cause with very high confidence

A learner who knows the family but not the required form reports very high confidence for cause in a school announcement. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 61: precise with very low confidence

A learner who recognises the word but cannot explain it reports very low confidence for precise in a narrative comprehension passage. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 62: estimate with low confidence

A learner who knows the word in English but not other subjects reports low confidence for estimate in a project reflection. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 63: specific with medium confidence

A learner who reads fluently until several unfamiliar words cluster reports medium confidence for specific in a Science experiment explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 64: indicate with high confidence

A learner who can explain it but chooses the wrong sense reports high confidence for indicate in a digital article. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 65: nuance with very high confidence

A learner who is overconfident after one correct answer reports very high confidence for nuance in an oral discussion. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 66: argument with very low confidence

A learner who stops reading whenever one word is unknown reports very low confidence for argument in a peer explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 67: credible with low confidence

A learner who retrieves it slowly reports low confidence for credible in a continuous-writing paragraph. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 68: explicit with medium confidence

A learner who is underconfident despite accurate knowledge reports medium confidence for explicit in a revision quiz. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 69: strategy with high confidence

A learner who uses a dictionary but selects the first definition reports high confidence for strategy in a news report. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 70: maintain with very high confidence

A learner who uses it with an unnatural collocation reports very high confidence for maintain in a class discussion. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 71: accurate with very low confidence

A learner who remembers one memorised example only reports very low confidence for accurate in a graph explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 72: claim with low confidence

A learner who can write the word but cannot retrieve it orally reports low confidence for claim in an informational article. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 73: factor with medium confidence

A learner who guesses too quickly from one clue reports medium confidence for factor in a textbook paragraph. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 74: implicit with high confidence

A learner who forgets after several days reports high confidence for implicit in a Mathematics word problem. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 75: structure with very high confidence

A learner who can say the word but misspells it in writing reports very high confidence for structure in a debate. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 76: method with very low confidence

A learner who depends on a word bank reports very low confidence for method in a situational-writing prompt. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 77: appropriate with low confidence

A learner who confuses a near-synonym reports low confidence for appropriate in a Secondary 1 preview text. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 78: summary with medium confidence

A learner who knows the meaning but misses the writer’s tone reports medium confidence for summary in a listening-comprehension extract. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 79: assume with high confidence

A learner who avoids checking uncertain meanings reports high confidence for assume in a documentary transcript. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 80: influence with very high confidence

A learner who knows the family but not the required form reports very high confidence for influence in a school announcement. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 81: support with very low confidence

A learner who recognises the word but cannot explain it reports very low confidence for support in a narrative comprehension passage. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 82: pattern with low confidence

A learner who knows the word in English but not other subjects reports low confidence for pattern in a project reflection. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 83: benefit with medium confidence

A learner who reads fluently until several unfamiliar words cluster reports medium confidence for benefit in a Science experiment explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 84: paraphrase with high confidence

A learner who can explain it but chooses the wrong sense reports high confidence for paraphrase in a digital article. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 85: derive with very high confidence

A learner who is overconfident after one correct answer reports very high confidence for derive in an oral discussion. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 86: logical with very low confidence

A learner who stops reading whenever one word is unknown reports very low confidence for logical in a peer explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 87: transfer with low confidence

A learner who retrieves it slowly reports low confidence for transfer in a continuous-writing paragraph. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 88: principle with medium confidence

A learner who is underconfident despite accurate knowledge reports medium confidence for principle in a revision quiz. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 89: construct with high confidence

A learner who uses a dictionary but selects the first definition reports high confidence for construct in a news report. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 90: explain with very high confidence

A learner who uses it with an unnatural collocation reports very high confidence for explain in a class discussion. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 91: determine with very low confidence

A learner who remembers one memorised example only reports very low confidence for determine in a graph explanation. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 92: modify with low confidence

A learner who can write the word but cannot retrieve it orally reports low confidence for modify in an informational article. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 93: valid with medium confidence

A learner who guesses too quickly from one clue reports medium confidence for valid in a textbook paragraph. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 94: relationship with high confidence

A learner who forgets after several days reports high confidence for relationship in a Mathematics word problem. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 95: contribute with very high confidence

A learner who can say the word but misspells it in writing reports very high confidence for contribute in a debate. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 96: generalise with very low confidence

A learner who depends on a word bank reports very low confidence for generalise in a situational-writing prompt. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 97: classify with low confidence

A learner who confuses a near-synonym reports low confidence for classify in a Secondary 1 preview text. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 98: observe with medium confidence

A learner who knows the meaning but misses the writer’s tone reports medium confidence for observe in a listening-comprehension extract. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 99: verify with high confidence

A learner who avoids checking uncertain meanings reports high confidence for verify in a documentary transcript. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

Calibration 100: require with very high confidence

A learner who knows the family but not the required form reports very high confidence for require in a school announcement. Before giving feedback, ask the learner to classify the word as unknown, familiar, developing, usable or secure. Then require evidence: a learner-friendly explanation, one contrast, one natural collocation or sentence, and—when appropriate—a retrieval attempt without the visible word. Compare the performance with the original confidence. If confidence was higher than knowledge, identify the cue that created false familiarity. If confidence was lower than performance, preserve the successful evidence so the learner learns what secure knowledge feels like. Choose one next action only: verify meaning, deepen a distinction, practise retrieval, transfer to a new context or move to maintenance. Recheck after a delay so the judgement is based on durable access rather than the memory of the lesson.

A weekly metacognitive review

Once a week, choose ten words from the active pool. Before testing, predict which will be remembered. Test without notes, compare prediction with reality, classify errors, and choose only the few words that deserve intensified work. This routine teaches the learner that vocabulary study is a decision system, not a pile of unfinished flashcards.

Where this fits in the eduKate vocabulary ecosystem

This specialist article sits below the Primary 6 vocabulary apex. It does not replace the Top 100 Primary 6 high-utility vocabulary owner or the Primary 6 vocabulary practice owner. Use the master Vocabulary router and Vocabulary Learning Hub to move between levels and learning problems.

The separation protects search intent. A learner who needs a word bank should reach a word bank; a learner who needs a strategy should reach a strategy owner; a learner who needs retrieval or text-difficulty diagnosis should not be sent to another list. Internal links are therefore bridges between distinct jobs rather than attempts to make one page own every query.

Sources and further reading

Extended Primary 6 application fieldbook

Fieldbook 1: analyse in a narrative comprehension passage

A learner who recognises the word but cannot explain it reports a confidence judgement for analyse in a narrative comprehension passage. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 2: demonstrate in a digital article

A learner who can write the word but cannot retrieve it orally reports a confidence judgement for demonstrate in a digital article. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 3: structure in a continuous-writing paragraph

A learner who reads fluently until several unfamiliar words cluster reports a confidence judgement for structure in a continuous-writing paragraph. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 4: similar in a class discussion

A learner who forgets after several days reports a confidence judgement for similar in a class discussion. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 5: reason in a textbook paragraph

A learner who is overconfident after one correct answer reports a confidence judgement for reason in a textbook paragraph. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 6: derive in a situational-writing prompt

A learner who depends on a word bank reports a confidence judgement for derive in a situational-writing prompt. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 7: priority in a documentary transcript

A learner who retrieves it slowly reports a confidence judgement for priority in a documentary transcript. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 8: identify in a project reflection

A learner who knows the meaning but misses the writer’s tone reports a confidence judgement for identify in a project reflection. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 9: contribute in an oral discussion

A learner who uses a dictionary but selects the first definition reports a confidence judgement for contribute in an oral discussion. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 10: consequence in a revision quiz

A learner who knows the family but not the required form reports a confidence judgement for consequence in a revision quiz. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 11: explicit in a graph explanation

A learner who remembers one memorised example only reports a confidence judgement for explicit in a graph explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 12: adapt in a Mathematics word problem

A learner who knows the word in English but not other subjects reports a confidence judgement for adapt in a Mathematics word problem. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 13: trend in a Secondary 1 preview text

A learner who guesses too quickly from one clue reports a confidence judgement for trend in a Secondary 1 preview text. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 14: summary in a school announcement

A learner who can explain it but chooses the wrong sense reports a confidence judgement for summary in a school announcement. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 15: consistent in a Science experiment explanation

A learner who can say the word but misspells it in writing reports a confidence judgement for consistent in a Science experiment explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 16: retrieve in a peer explanation

A learner who stops reading whenever one word is unknown reports a confidence judgement for retrieve in a peer explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 17: principle in a news report

A learner who confuses a near-synonym reports a confidence judgement for principle in a news report. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 18: respond in an informational article

A learner who is underconfident despite accurate knowledge reports a confidence judgement for respond in an informational article. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 19: precise in a debate

A learner who avoids checking uncertain meanings reports a confidence judgement for precise in a debate. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 20: observe in a listening-comprehension extract

A learner who uses it with an unnatural collocation reports a confidence judgement for observe in a listening-comprehension extract. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 21: condition in a narrative comprehension passage

A learner who recognises the word but cannot explain it reports a confidence judgement for condition in a narrative comprehension passage. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 22: accurate in a digital article

A learner who can write the word but cannot retrieve it orally reports a confidence judgement for accurate in a digital article. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 23: relevant in a continuous-writing paragraph

A learner who reads fluently until several unfamiliar words cluster reports a confidence judgement for relevant in a continuous-writing paragraph. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 24: differentiate in a class discussion

A learner who forgets after several days reports a confidence judgement for differentiate in a class discussion. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 25: support in a textbook paragraph

A learner who is overconfident after one correct answer reports a confidence judgement for support in a textbook paragraph. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 26: source in a situational-writing prompt

A learner who depends on a word bank reports a confidence judgement for source in a situational-writing prompt. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 27: result in a documentary transcript

A learner who retrieves it slowly reports a confidence judgement for result in a documentary transcript. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 28: determine in a project reflection

A learner who knows the meaning but misses the writer’s tone reports a confidence judgement for determine in a project reflection. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 29: procedure in an oral discussion

A learner who uses a dictionary but selects the first definition reports a confidence judgement for procedure in an oral discussion. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 30: indicate in a revision quiz

A learner who knows the family but not the required form reports a confidence judgement for indicate in a revision quiz. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 31: formulate in a graph explanation

A learner who remembers one memorised example only reports a confidence judgement for formulate in a graph explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 32: evaluate in a Mathematics word problem

A learner who knows the word in English but not other subjects reports a confidence judgement for evaluate in a Mathematics word problem. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 33: implicit in a Secondary 1 preview text

A learner who guesses too quickly from one clue reports a confidence judgement for implicit in a Secondary 1 preview text. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 34: alternative in a school announcement

A learner who can explain it but chooses the wrong sense reports a confidence judgement for alternative in a school announcement. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 35: purpose in a Science experiment explanation

A learner who can say the word but misspells it in writing reports a confidence judgement for purpose in a Science experiment explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 36: paraphrase in a peer explanation

A learner who stops reading whenever one word is unknown reports a confidence judgement for paraphrase in a peer explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 37: context in a news report

A learner who confuses a near-synonym reports a confidence judgement for context in a news report. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 38: sequence in an informational article

A learner who is underconfident despite accurate knowledge reports a confidence judgement for sequence in an informational article. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 39: relationship in a debate

A learner who avoids checking uncertain meanings reports a confidence judgement for relationship in a debate. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 40: variable in a listening-comprehension extract

A learner who uses it with an unnatural collocation reports a confidence judgement for variable in a listening-comprehension extract. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 41: credible in a narrative comprehension passage

A learner who recognises the word but cannot explain it reports a confidence judgement for credible in a narrative comprehension passage. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 42: outcome in a digital article

A learner who can write the word but cannot retrieve it orally reports a confidence judgement for outcome in a digital article. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 43: connection in a continuous-writing paragraph

A learner who reads fluently until several unfamiliar words cluster reports a confidence judgement for connection in a continuous-writing paragraph. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 44: appropriate in a class discussion

A learner who forgets after several days reports a confidence judgement for appropriate in a class discussion. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 45: evidence in a textbook paragraph

A learner who is overconfident after one correct answer reports a confidence judgement for evidence in a textbook paragraph. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 46: elaborate in a situational-writing prompt

A learner who depends on a word bank reports a confidence judgement for elaborate in a situational-writing prompt. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 47: transfer in a documentary transcript

A learner who retrieves it slowly reports a confidence judgement for transfer in a documentary transcript. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 48: sufficient in a project reflection

A learner who knows the meaning but misses the writer’s tone reports a confidence judgement for sufficient in a project reflection. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 49: cause in an oral discussion

A learner who uses a dictionary but selects the first definition reports a confidence judgement for cause in an oral discussion. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 50: classify in a revision quiz

A learner who knows the family but not the required form reports a confidence judgement for classify in a revision quiz. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 51: proportion in a graph explanation

A learner who remembers one memorised example only reports a confidence judgement for proportion in a graph explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 52: maintain in a Mathematics word problem

A learner who knows the word in English but not other subjects reports a confidence judgement for maintain in a Mathematics word problem. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 53: generate in a Secondary 1 preview text

A learner who guesses too quickly from one clue reports a confidence judgement for generate in a Secondary 1 preview text. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 54: interpret in a school announcement

A learner who can explain it but chooses the wrong sense reports a confidence judgement for interpret in a school announcement. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 55: influence in a Science experiment explanation

A learner who can say the word but misspells it in writing reports a confidence judgement for influence in a Science experiment explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 56: approach in a peer explanation

A learner who stops reading whenever one word is unknown reports a confidence judgement for approach in a peer explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 57: audience in a news report

A learner who confuses a near-synonym reports a confidence judgement for audience in a news report. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 58: explain in an informational article

A learner who is underconfident despite accurate knowledge reports a confidence judgement for explain in an informational article. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 59: criterion in a debate

A learner who avoids checking uncertain meanings reports a confidence judgement for criterion in a debate. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 60: specific in a listening-comprehension extract

A learner who uses it with an unnatural collocation reports a confidence judgement for specific in a listening-comprehension extract. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 61: require in a narrative comprehension passage

A learner who recognises the word but cannot explain it reports a confidence judgement for require in a narrative comprehension passage. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 62: compare in a digital article

A learner who can write the word but cannot retrieve it orally reports a confidence judgement for compare in a digital article. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 63: factor in a continuous-writing paragraph

A learner who reads fluently until several unfamiliar words cluster reports a confidence judgement for factor in a continuous-writing paragraph. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 64: perspective in a class discussion

A learner who forgets after several days reports a confidence judgement for perspective in a class discussion. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 65: effect in a textbook paragraph

A learner who is overconfident after one correct answer reports a confidence judgement for effect in a textbook paragraph. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 66: benefit in a situational-writing prompt

A learner who depends on a word bank reports a confidence judgement for benefit in a situational-writing prompt. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 67: infer in a documentary transcript

A learner who retrieves it slowly reports a confidence judgement for infer in a documentary transcript. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 68: equivalent in a project reflection

A learner who knows the meaning but misses the writer’s tone reports a confidence judgement for equivalent in a project reflection. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 69: valid in an oral discussion

A learner who uses a dictionary but selects the first definition reports a confidence judgement for valid in an oral discussion. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 70: theory in a revision quiz

A learner who knows the family but not the required form reports a confidence judgement for theory in a revision quiz. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 71: argument in a graph explanation

A learner who remembers one memorised example only reports a confidence judgement for argument in a graph explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 72: clarify in a Mathematics word problem

A learner who knows the word in English but not other subjects reports a confidence judgement for clarify in a Mathematics word problem. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 73: resolve in a Secondary 1 preview text

A learner who guesses too quickly from one clue reports a confidence judgement for resolve in a Secondary 1 preview text. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 74: method in a school announcement

A learner who can explain it but chooses the wrong sense reports a confidence judgement for method in a school announcement. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 75: illustrate in a Science experiment explanation

A learner who can say the word but misspells it in writing reports a confidence judgement for illustrate in a Science experiment explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 76: significant in a peer explanation

A learner who stops reading whenever one word is unknown reports a confidence judgement for significant in a peer explanation. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 77: logical in a news report

A learner who confuses a near-synonym reports a confidence judgement for logical in a news report. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 78: capacity in an informational article

A learner who is underconfident despite accurate knowledge reports a confidence judgement for capacity in an informational article. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 79: register in a debate

A learner who avoids checking uncertain meanings reports a confidence judgement for register in a debate. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 80: generalise in a listening-comprehension extract

A learner who uses it with an unnatural collocation reports a confidence judgement for generalise in a listening-comprehension extract. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 81: deduce in a narrative comprehension passage

A learner who recognises the word but cannot explain it reports a confidence judgement for deduce in a narrative comprehension passage. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 82: strategy in a digital article

A learner who can write the word but cannot retrieve it orally reports a confidence judgement for strategy in a digital article. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 83: resource in a continuous-writing paragraph

A learner who reads fluently until several unfamiliar words cluster reports a confidence judgement for resource in a continuous-writing paragraph. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 84: conclude in a class discussion

A learner who forgets after several days reports a confidence judgement for conclude in a class discussion. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 85: assume in a textbook paragraph

A learner who is overconfident after one correct answer reports a confidence judgement for assume in a textbook paragraph. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 86: predict in a situational-writing prompt

A learner who depends on a word bank reports a confidence judgement for predict in a situational-writing prompt. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 87: function in a documentary transcript

A learner who retrieves it slowly reports a confidence judgement for function in a documentary transcript. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 88: construct in a project reflection

A learner who knows the meaning but misses the writer’s tone reports a confidence judgement for construct in a project reflection. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 89: justify in an oral discussion

A learner who uses a dictionary but selects the first definition reports a confidence judgement for justify in an oral discussion. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

Fieldbook 90: estimate in a revision quiz

A learner who knows the family but not the required form reports a confidence judgement for estimate in a revision quiz. Before feedback, require evidence: explanation, relevant sense, one contrast and a cue-free use. Compare performance with confidence and classify the calibration as overconfident, underconfident or well calibrated. Choose the smallest next action—verify, deepen, retrieve, transfer or maintain. Recheck after a delay. The exercise teaches the learner that feeling familiar is not the same as knowing and that vocabulary study should be regulated by evidence rather than anxiety or habit.

What is Primary 6 Vocabulary | Metacognition, Word-Knowledge Monitoring and Vocabulary Self-Assessment