Implementing confidence assessment in lowstakes, 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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rrarticle1502795120210903T00:00:00Z Implementing confidence assessment in lowstakes, formative mathematics assessments Colin Foster (6064118) Confidence assessment Formative assessment Lowstakes 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 secondaryschool mathematics students readily understood the negativemarking 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 secondaryschool mathematics lessons (N = 475 students) across time periods ranging from 3 weeks up to one academic year, compared to businessasusual controls. A metaanalysis 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 lowstakes 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. 20210903T00:00:00Z Text Journal contribution 2134/15027951.v1 https://figshare.com/articles/journal_contribution/Implementing_confidence_assessment_in_lowstakes_formative_mathematics_assessments/15027951 CC BY 4.0 
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Confidence assessment Formative assessment Lowstakes assessments Mathematics education School mathematics 
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Confidence assessment Formative assessment Lowstakes assessments Mathematics education School mathematics Colin Foster Implementing confidence assessment in lowstakes, formative mathematics assessments 
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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 secondaryschool mathematics students readily understood the negativemarking 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 secondaryschool mathematics lessons (N = 475 students) across time periods ranging from 3 weeks up to one academic year, compared to businessasusual controls. A metaanalysis 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 lowstakes 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. 
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Default Article 
author 
Colin Foster 
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Colin Foster 
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Colin Foster (6064118) 
title 
Implementing confidence assessment in lowstakes, formative mathematics assessments 
title_short 
Implementing confidence assessment in lowstakes, formative mathematics assessments 
title_full 
Implementing confidence assessment in lowstakes, formative mathematics assessments 
title_fullStr 
Implementing confidence assessment in lowstakes, formative mathematics assessments 
title_full_unstemmed 
Implementing confidence assessment in lowstakes, formative mathematics assessments 
title_sort 
implementing confidence assessment in lowstakes, formative mathematics assessments 
publishDate 
2021 
url 
https://hdl.handle.net/2134/15027951.v1 
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1800447374587330560 