{"id":420,"date":"2023-07-05T11:11:20","date_gmt":"2023-07-05T18:11:20","guid":{"rendered":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/?p=420"},"modified":"2023-07-05T11:11:20","modified_gmt":"2023-07-05T18:11:20","slug":"confidence-based-marking-2","status":"publish","type":"post","link":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/2023\/07\/05\/confidence-based-marking-2\/","title":{"rendered":"Confidence-Based Marking"},"content":{"rendered":"\n
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What is it?<\/h3>\n<\/div>\n\n\n\n
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Multiple-choice tests using CBM (confidence-based marking) require two inputs from students for each question:<\/p>\n\n\n\n

  1. Their answer choice<\/li>
  2. Their level of confidence in their answer choice<\/li><\/ol>\n\n\n\n

    A student earns maximum points for a correct answer they are fully confident in. They are penalized for wrong answers that they are strongly confident in. Acknowledged ignorance (low confidence in a wrong answer) is not penalized. Awareness of the limits of one\u2019s knowledge is part of developing a student\u2019s ability to analyze and think critically\u2014a Future Skill for KPU students.<\/p>\n\n\n\n

    <\/th>Low Confidence<\/th>Mid Confidence<\/th>High Confidence<\/th><\/tr><\/thead>
    Right answer<\/td>1<\/td>2<\/td>3<\/td><\/tr>
    Wrong answer<\/td>0<\/td>\u20122<\/td>\u20126<\/td><\/tr><\/tbody><\/table>
    Scoring matrix in Gardner-Medwin\u2019s CBM.<\/figcaption><\/figure>\n\n\n\n

    Gardner-Medwin derives an overall score for a student by combining the student\u2019s accuracy score with a confidence-based bonus based on how well they discriminated between right and wrong answers. To simplify the calculations, all questions are equally weighted on the test.<\/p>\n\n\n\n

    CBM can be used as part of summative assessment, but it is probably more powerful as a formative assessment. In fact, Gardner-Medwin hosts a self-test<\/a> site where students quiz themselves on various topics ranging from English idioms to medicine. Students get immediate feedback on their responses, and can develop a sense of their strengths, weaknesses, and misconceptions.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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    What are the benefits?<\/h3>\n<\/div>\n\n\n\n
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    A common criticism of multiple-choice tests is that they cannot distinguish between correct answers that come from knowledge and correct answers that come from guessing. Confidence-based marking (or certainty-based marking, CBM) can reward students for thoughtful, correct answers. It helps students see if they are over-confident or under-confident in their understanding of the material. It can also help instructors see trends in what topics students feel unsure about. CBM was originally developed by physiology professor Tony Gardner-Medwin<\/a> at University College London.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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    What are the challenges?<\/h3>\n<\/div>\n\n\n\n
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    Students may be unfamiliar with the idea, and reluctant to assign a confidence level to their answers.<\/p>\n\n\n\n

    The marking load for the instructor is increased, since each question must be evaluated not only for the correct answer, but also for the confidence level.<\/p>\n<\/div>\n<\/div>\n\n\n\n

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    Who’s using this?<\/h3>\n<\/div>\n\n\n\n
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    Pending\u2026 if you\u2019ve used this technique and you\u2019re willing to share thoughts about your and your students\u2019 experience, send me an email<\/a>!<\/p>\n<\/div>\n<\/div>\n\n\n\n

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    References<\/h3>\n<\/div>\n\n\n\n
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    Yuen-Reed, G., & Reed, K. B. (2015). Engineering student self-assessment through confidence-based scoring. Advances in Engineering Education, 4<\/em>(4). https:\/\/eric.ed.gov\/?id=EJ1077841<\/a><\/p>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"

    What is it? Multiple-choice tests using CBM (confidence-based marking) require two inputs from students for each question: Their answer choice Their level of confidence in their answer choice A student earns maximum points for a correct answer they are fully confident in. They are penalized for wrong answers that they are strongly confident in. Acknowledged […]<\/p>\n","protected":false},"author":1527,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[6],"tags":[18,19,7,15,20],"class_list":["post-420","post","type-post","status-publish","format-standard","hentry","category-assessments","tag-assessmentformative","tag-assessmentsummative","tag-deliveryin-person","tag-level1100-2999","tag-timescaleclass"],"_links":{"self":[{"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/posts\/420","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/users\/1527"}],"replies":[{"embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/comments?post=420"}],"version-history":[{"count":1,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/posts\/420\/revisions"}],"predecessor-version":[{"id":421,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/posts\/420\/revisions\/421"}],"wp:attachment":[{"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/media?parent=420"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/categories?post=420"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/dev.wordpress.kpu.ca\/fshnotebook\/wp-json\/wp\/v2\/tags?post=420"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}