Abstract
The authors investigated students' accuracy and confidence judgments for course-related material in college classrooms. Under conditions of group work and instructor feedback, students produced higher exam accuracy scores working in groups than alone but at a cost of increased confidence for groups' wrong answers. Groups' high confidence for wrong answers generated the case when 'two heads' are worse than one. Students participating in groups that arrived at wrong exam answers gave higher confidence when wrong and lower confidence when correct for repeated items on a final exam. Two heads groups when wrong had no adverse effect on students' accuracy for repeated exam items. An intervention of lecture and readings on confidence calibration, metamemory, and overconfidence did not improve the students' accuracy-confidence judgments.
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