{"title":"Foster","authors":"H. Stark","doi":"10.5130/csr.v25i2.6907","DOIUrl":null,"url":null,"abstract":"Confidence assessment (CA), in which students state alongside each of their answers a confidence level expressing how certain they are, has been employed successfully within higher education. However, it has not been widely explored with school pupils. This study examined how school mathematics pupils (N = 345) in five different secondary schools in England responded to the use of a CA instrument designed to incentivise the eliciting of truthful confidence ratings in the topic of directed (positive and negative) numbers. Pupils readily understood the negative marking aspect of the CA process and their facility correlated with their mean confidence with r = .546, N = 336, p < .001, indicating that pupils were generally well calibrated. Pupils’ comments indicated that the vast majority were positive about the CA approach, despite its dramatic differences from more usual assessment practices in UK schools. Some pupils felt that CA promoted deeper thinking, increased their confidence and had a potential role to play in classroom formative assessment.","PeriodicalId":51871,"journal":{"name":"Cultural Studies Review","volume":null,"pages":null},"PeriodicalIF":0.0000,"publicationDate":"2019-11-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"20","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Cultural Studies Review","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.5130/csr.v25i2.6907","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"Social Sciences","Score":null,"Total":0}
引用次数: 20
Abstract
Confidence assessment (CA), in which students state alongside each of their answers a confidence level expressing how certain they are, has been employed successfully within higher education. However, it has not been widely explored with school pupils. This study examined how school mathematics pupils (N = 345) in five different secondary schools in England responded to the use of a CA instrument designed to incentivise the eliciting of truthful confidence ratings in the topic of directed (positive and negative) numbers. Pupils readily understood the negative marking aspect of the CA process and their facility correlated with their mean confidence with r = .546, N = 336, p < .001, indicating that pupils were generally well calibrated. Pupils’ comments indicated that the vast majority were positive about the CA approach, despite its dramatic differences from more usual assessment practices in UK schools. Some pupils felt that CA promoted deeper thinking, increased their confidence and had a potential role to play in classroom formative assessment.
期刊介绍:
Cultural Studies Review is a peer-reviewed journal devoted to the publication and circulation of quality thinking in cultural studies—in particular work that draws out new kinds of politics, as they emerge in diverse sites. We are interested in writing that shapes new relationships between social groups, cultural practices and forms of knowledge and which provides some account of the questions motivating its production. We welcome work from any discipline that meets these aims. Aware that new thinking in cultural studies may produce a new poetics we have a dedicated new writing section to encourage the publication of works of critical innovation, political intervention and creative textuality.