Implementing confidence assessment in low-stakes, formative mathematics assessments

Confidence assessment (CA) involves students stating alongside each of their answers a confidence rating (e.g., 0 low to 10 high) to express how certain they are that their answer is correct. Each student’s score is calculated as the sum of the confidence ratings on the items that they answered corr...

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Main Author: Colin Foster
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Published: 2021
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Online Access:https://hdl.handle.net/2134/15027951.v1
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spelling rr-article-150279512021-09-03T00:00:00Z Implementing confidence assessment in low-stakes, formative mathematics assessments Colin Foster (6064118) Confidence assessment Formative assessment Low-stakes assessments Mathematics education School mathematics Confidence assessment (CA) involves students stating alongside each of their answers a confidence rating (e.g., 0 low to 10 high) to express how certain they are that their answer is correct. Each student’s score is calculated as the sum of the confidence ratings on the items that they answered correctly, minus the sum of the confidence ratings on the items that they answered incorrectly; this scoring system is designed to incentivise students to give truthful confidence ratings. Previous research found that secondary-school mathematics students readily understood the negative-marking feature of a CA instrument used during one lesson, and that they were generally positive about the CA approach. This paper reports on a quasiexperimental trial of CA in four secondary-school mathematics lessons (N = 475 students) across time periods ranging from 3 weeks up to one academic year, compared to business-asusual controls. A meta-analysis of the effect sizes across the four schools gave an aggregated Cohen’s d of –0.02 [95% CI –0.22, 0.19] and an overall Bayes Factor B<sub>01</sub> of 8.48. This indicated substantial evidence for the null hypothesis that there was no difference between the attainment gains of the intervention group and the control group, relative to the alternative hypothesis that the gains were different. I conclude that incorporating confidence assessment into low-stakes classroom mathematics formative assessments does not appear to be detrimental to students’ attainment, and I suggest reasons why a clear positive outcome was not obtained. 2021-09-03T00:00:00Z Text Journal contribution 2134/15027951.v1 https://figshare.com/articles/journal_contribution/Implementing_confidence_assessment_in_low-stakes_formative_mathematics_assessments/15027951 CC BY 4.0
institution Loughborough University
collection Figshare
topic Confidence assessment
Formative assessment
Low-stakes assessments
Mathematics education
School mathematics
spellingShingle Confidence assessment
Formative assessment
Low-stakes assessments
Mathematics education
School mathematics
Colin Foster
Implementing confidence assessment in low-stakes, formative mathematics assessments
description Confidence assessment (CA) involves students stating alongside each of their answers a confidence rating (e.g., 0 low to 10 high) to express how certain they are that their answer is correct. Each student’s score is calculated as the sum of the confidence ratings on the items that they answered correctly, minus the sum of the confidence ratings on the items that they answered incorrectly; this scoring system is designed to incentivise students to give truthful confidence ratings. Previous research found that secondary-school mathematics students readily understood the negative-marking feature of a CA instrument used during one lesson, and that they were generally positive about the CA approach. This paper reports on a quasiexperimental trial of CA in four secondary-school mathematics lessons (N = 475 students) across time periods ranging from 3 weeks up to one academic year, compared to business-asusual controls. A meta-analysis of the effect sizes across the four schools gave an aggregated Cohen’s d of –0.02 [95% CI –0.22, 0.19] and an overall Bayes Factor B01 of 8.48. This indicated substantial evidence for the null hypothesis that there was no difference between the attainment gains of the intervention group and the control group, relative to the alternative hypothesis that the gains were different. I conclude that incorporating confidence assessment into low-stakes classroom mathematics formative assessments does not appear to be detrimental to students’ attainment, and I suggest reasons why a clear positive outcome was not obtained.
format Default
Article
author Colin Foster
author_facet Colin Foster
author_sort Colin Foster (6064118)
title Implementing confidence assessment in low-stakes, formative mathematics assessments
title_short Implementing confidence assessment in low-stakes, formative mathematics assessments
title_full Implementing confidence assessment in low-stakes, formative mathematics assessments
title_fullStr Implementing confidence assessment in low-stakes, formative mathematics assessments
title_full_unstemmed Implementing confidence assessment in low-stakes, formative mathematics assessments
title_sort implementing confidence assessment in low-stakes, formative mathematics assessments
publishDate 2021
url https://hdl.handle.net/2134/15027951.v1
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